WorldWideScience

Sample records for strong geoscience programs

  1. 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

  2. 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

    The Building Strong Geoscience Departments project focuses on helping geoscience departments adapt and prosper in a changing and challenging environment. From 2005-2009, the project offered workshop programs on topics such as student recruitment, program assessment, preparing students for the workforce, and strengthening geoscience programs. Participants shared their departments' challenges and successes. Building on best practices and most promising strategies from these workshops and on workshop leaders' experiences, from 2009-2011 the project ran a visiting workshop program, bringing workshops to 18 individual departments. Two major strengths of the visiting workshop format are that it engages the entire department in the program, fostering a sense of shared ownership and vision, and that it focuses on each department's unique situation. Departments applied to have a visiting workshop, and the process was highly competitive. Selected departments chose from a list of topics developed through the prior workshops: curriculum and program design, program elements beyond the curriculum, recruiting students, preparing students for the workforce, and program assessment. Two of our workshop leaders worked with each department to customize and deliver the 1-2 day programs on campus. Each workshop incorporated exercises to facilitate active departmental discussions, presentations incorporating concrete examples drawn from the leaders' experience and from the collective experiences of the geoscience community, and action planning to scaffold implementation. All workshops also incorporated information on building departmental consensus and assessing departmental efforts. The Building Strong Geoscience Departments website complements the workshops with extensive examples from the geoscience community. Of the 201 participants in the visiting workshop program, 140 completed an end of workshop evaluation survey with an overall satisfaction rating of 8.8 out of a possible 10

  3. Building Strong Geoscience Departments: Case Studies and Findings from Six Years of Programming

    Science.gov (United States)

    Iverson, E. A.; Lee, S.; Ormand, C. J.; Feiss, P. G.; Macdonald, H.; Manduca, C. A.; Richardson, R. M.

    2011-12-01

    Begun in 2005, the Building Strong Geoscience Departments project sought to help geoscience departments respond to changes in geosciences research, academic pressures, and the changing face of the geosciences workforce by working as a team, planning strategically, and learning from the experiences of other geoscience departments. Key strategies included becoming more central to their institution's mission and goals; articulating the department's learning goals for students; designing coordinated curricula, co-curricular activities, and assessments to meet these goals; and recruiting students effectively. A series of topical workshops identified effective practices in use in the U.S. and Canada. These practices were documented on the project website and disseminated through a national workshop for teams of faculty, through activities at the AGU Heads and Chairs workshops, and in a visiting workshop program bringing leaders to campuses. The program has now involved over 450 participants from 185 departments. To understand the impact of the program, we engaged in ongoing discussion with five departments of various sizes and institutional types, and facing a variety of immediate challenges. In aggregate they made use of the full spectrum of project offerings. These departments all reported that the project brought an important new perspective to their ability to work as a department: they have a better understanding of how their departments' issues relate to the national scene, have more strategies for making the case for the entire department to college administrators, and are better poised to make use of campus resources including the external review process. These results were consistent with findings from end-of-workshop surveys. Further they developed the ability to work together as a team to address departmental challenges through collective problem solving. As a result of their workshop participation, two of the departments who considered their department to be

  4. 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

  5. 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

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

    Science.gov (United States)

    Mogk, D. W.

    2015-12-01

    Research; and the NAGT Building Strong Departments program that has developed extensive web-based resources using the "matrix approach" http://nagt.org/nagt/profdev/twp/trav_departments.html. Geoscience departments should commit to producing great Science and great Scientists.

  7. Bridging the Geoscientist Workforce Gap: Advanced High School Geoscience Programs

    Science.gov (United States)

    Schmidt, Richard William

    The purpose of this participatory action research was to create a comprehensive evaluation of advanced geoscience education in Pennsylvania public high schools and to ascertain the possible impact of this trend on student perceptions and attitudes towards the geosciences as a legitimate academic subject and possible career option. The study builds on an earlier examination of student perceptions conducted at Northern Arizona University in 2008 and 2009 but shifts the focus to high school students, a demographic not explored before in this context. The study consisted of three phases each examining a different facet of the advanced geoscience education issue. Phase 1 examined 572 public high schools in 500 school districts across Pennsylvania and evaluated the health of the state's advanced geoscience education through the use of an online survey instrument where districts identified the nature of their geoscience programs (if any). Phase 2 targeted two groups of students at one suburban Philadelphia high school with an established advanced geoscience courses and compared the attitudes and perceptions of those who had been exposed to the curricula to a similar group of students who had not. Descriptive and statistically significant trends were then identified in order to assess the impact of an advanced geoscience education. Phase 3 of the study qualitatively explored the particular attitudes and perceptions of a random sampling of the advanced geoscience study group through the use of one-on-one interviews that looked for more in-depth patterns of priorities and values when students considered such topics as course enrollment, career selection and educational priorities. The results of the study revealed that advanced geoscience coursework was available to only 8% of the state's 548,000 students, a percentage significantly below that of the other typical K-12 science fields. It also exposed several statistically significant differences between the perceptions and

  8. Impacting earthquake science and geoscience education: Educational programming to earthquake relocation

    Science.gov (United States)

    Carrick, Tina Louise

    This dissertation is comprised of four studies: three related to research on geoscience education and another seismological study of the South Island of New Zealand. The geoscience education research is grounded in 10 years of data collection and its implications for best practices for recruitment and retention of underrepresented minority students into higher education in the geosciences. The seismological component contains results from the relocation of earthquakes from the 2009 Dusky Sound Mw 7.8 event, South Island, New Zealand. In recent years, many have cited a major concern that U.S. is not producing enough STEM graduates to fit the forecasted economic need. This situation is exacerbated by the fact that underrepresented minorities are becoming a growing portion of the population, and people in these groups enter STEM careers at rates much smaller than their proportion of the populations. Among the STEM disciplines the Geosciences are the worst at attracting young people from underrepresented minorities. This dissertation reports on results the Pathways program at the University of Texas at El Paso Pathways which sought to create a geoscience recruitment and training network in El Paso, Texas to increase the number of Hispanic Americans students to attain higher degrees and increase the awareness of the geosciences from 2002-2012. Two elements of the program were a summer program for high school students and an undergraduate research program conducted during the academic year, called PREP. Data collected from pre- and post-surveys from the summer program showed statistically significant positive changes in attitudes towards the geosciences. Longitudinal data shows a strong positive correlation of the program with retention of participants in the geoscience pipeline. Results from the undergraduate research program show that it produced far more women and minority geoscience professionals than national norms. Combination of the institutional data, focus

  9. 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.

  10. Building a strong geoscience department by emphasizing curriculum and pedagogy

    Science.gov (United States)

    Lea, P. D.; Beane, R. J.; Laine, E. P.

    2005-12-01

    About a decade ago the Bowdoin College Geology Department recognized a need for a new curriculum that more fully engaged majors and non-majors as active learners. To accomplish this curricular change the faculty have adopted differing pedagogies that all engage students in real projects. Research project-based learning, community-based learning, and problem-based service-learning form the core of our teaching efforts. The emphasis on problem-solving and inquiry in our courses has greatly strengthened our department's contributions to research, education, and service at the college. These courses have an added benefit of acquainting students with various aspects of their local and global environment. Geology majors leave Bowdoin equipped with tools and experiences they need for employment or graduate school as well life-long learners. To support the integration of research into our teaching we have successfully sought funding from NSF's CCLI and MRI programs. As a consequence, even first year students work with an SEM/EDAX/EBSD, with instrumented watersheds, and soon with an ocean observatory adjacent to our Coastal Studies Center, as well as taking greater advantage of local field opportunities. Our intense focus on improving curriculum and pedagogy organized and energized us within the department and helped us to present ourselves and our goals to the college.

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

    Science.gov (United States)

    Karsten, J. L.

    2013-12-01

    in the geosciences. The OEDG program is slated to end in FY 2013, but GEO remains strongly committed to the program goals and is actively exploring new mechanisms for pursuing and achieving those goals. This presentation will provide a retrospective look at the OEDG portfolio and its achievements, and summarize the many insights gained regarding best practices for broadening participation in the geosciences.

  12. The Arecibo Geoscience Diversity Program: A Research Experience for Hispanics

    Science.gov (United States)

    Alonso, J.; Ramos, M.; Gonzalez, S.

    2004-12-01

    In an effort to increase the number of Hispanics that pursue a career in the geosciences, the National Astronomy and Ionosphere Center and the University of Puerto Rico at Arecibo (UPRA), have established a collaboration that provides a research experience to group of high school students, teachers, and undergraduates in the region. The program exploits the natural setting of the Arecibo Observatory and the UPRA campus by providing participants with research opportunities to study the atmosphere, and the Caño Tiburones wetland. The atmospheric research is conducted at the Arecibo Observatory. Here, altitude, density and temperature variations in the ionosphere are monitored using data collected with the 305 m radio telescope. The study of the Caño Tiburones tropical wetland, is conducted at UPRA. Participants are engaged in the design and the execution of an environmental monitoring program that assess the physical and biological profile of the wetland. This three-year effort will provide a hands-on research experience in the geosciences to 60 high school students, 12 teachers, and 24 undergraduate students. The participation of teachers will broaden the impact beyond the group trained, by incorporating the geoscience field experience in their curriculum. All participants undergo pre and post-test summative evaluation, and are surveyed in order to measure the impact of the program in respect of their academic or professional careers.

  13. Building a diverse geoscience workforce

    Science.gov (United States)

    Macdonald, R. Heather; Blodgett, Robert H.; Hodder, Janet

    2012-12-01

    Preparing Students in Two-Year Colleges for Geoscience Degrees and Careers; Tacoma, Washington, 18-21 July 2012 Building a strong and diverse geoscience workforce is a critical national challenge. An important role is played by 2-year colleges (2YCs) in increasing both the number and diversity of geoscience graduates. At the workshop, called Preparing Students in Two-Year Colleges for Geoscience Degrees and Careers, faculty from 2YCs and 4-year colleges and universities (4YCs), as well as representatives from professional organizations, discussed the successes and challenges of programs, strategies, and activities that support career preparation of 2YC students for geoscience careers, either as geotechnician graduates or geoscience majors at 4YCs. The workshop program, which includes links to presentations and specific examples of these strategies, can be found at http://serc.carleton.edu/sage2yc/workforce2012/program.html.

  14. 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.

  15. An Accessible User Interface for Geoscience and Programming

    Science.gov (United States)

    Sevre, E. O.; Lee, S.

    2012-12-01

    The goal of this research is to develop an interface that will simplify user interaction with software for scientists. The motivating factor of the research is to develop tools that assist scientists with limited motor skills with the efficient generation and use of software tools. Reliance on computers and programming is increasing in the world of geology, and it is increasingly important for geologists and geophysicists to have the computational resources to use advanced software and edit programs for their research. I have developed a prototype of a program to help geophysicists write programs using a simple interface that requires only simple single-mouse-clicks to input code. It is my goal to minimize the amount of typing necessary to create simple programs and scripts to increase accessibility for people with disabilities limiting fine motor skills. This interface can be adapted for various programming and scripting languages. Using this interface will simplify development of code for C/C++, Java, and GMT, and can be expanded to support any other text based programming language. The interface is designed around the concept of maximizing the amount of code that can be written using a minimum number of clicks and typing. The screen is split into two sections: a list of click-commands is on the left hand side, and a text area is on the right hand side. When the user clicks on a command on the left hand side the applicable code is automatically inserted at the insertion point in the text area. Currently in the C/C++ interface, there are commands for common code segments that are often used, such as for loops, comments, print statements, and structured code creation. The primary goal is to provide an interface that will work across many devices for developing code. A simple prototype has been developed for the iPad. Due to the limited number of devices that an iOS application can be used with, the code has been re-written in Java to run on a wider range of devices

  16. 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.

  17. NASA Applied Sciences' DEVELOP National Program: a unique model cultivating capacity in the geosciences

    Science.gov (United States)

    Ross, K. W.; Favors, J. E.; Childs-Gleason, L. M.; Ruiz, M. L.; Rogers, L.; Allsbrook, K. N.

    2013-12-01

    The NASA DEVELOP National Program takes a unique approach to cultivating the next generation of geoscientists through interdisciplinary research projects that address environmental and public policy issues through the application of NASA Earth observations. Competitively selected teams of students, recent graduates, and early career professionals take ownership of project proposals outlining basic application concepts and have ten weeks to research core scientific challenges, engage partners and end-users, demonstrate prototypical solutions, and finalize and document their results and outcomes. In this high pressure, results-driven environment emerging geoscience professionals build strong networks, hone effective communication skills, and learn how to call on the varied strengths of a multidisciplinary team to achieve difficult objectives. The DEVELOP approach to workforce development has a variety of advantages over classic apprenticeship-style internship systems. Foremost is the experiential learning of grappling with real-world applied science challenges as a primary actor instead of as an observer or minor player. DEVELOP participants gain experience that fosters personal strengths and service to others, promoting a balance of leadership and teamwork in order to successfully address community needs. The program also advances understanding of Earth science data and technology amongst participants and partner organizations to cultivate skills in managing schedules, risks and resources to best optimize outcomes. Individuals who come through the program gain experience and networking opportunities working within NASA and partner organizations that other internship and academic activities cannot replicate providing not only skill development but an introduction to future STEM-related career paths. With the competitive nature and growing societal role of science and technology in today's global community, DEVELOP fosters collaboration and advances environmental

  18. Tracking the Health of the Geoscience Workforce

    Science.gov (United States)

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

    2008-12-01

    , lagging numbers of graduates from geoscience degree programs and the consolidation and closing of geoscience academic departments presents a strong challenge for the future of the geoscience profession. Measurement, analysis, and reporting of all aspects of the geoscience workforce system are central to successful decisions that support the improvement of geosciences in the U.S.

  19. 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.

  20. 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

  1. 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).

  2. 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.)

  3. 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.

  4. 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.

  5. 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

  6. 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.

  7. 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

    are used to gauge the needs of the scholar, and to access the success of the overall program. The MPP Advisory Committee aims to match the profession of the mentor with the scholar's academic interest. Throughout the year, mentors and scholars communicate about possible opportunities in the geosciences such as internships, participation in symposia, professional society meetings, and job openings. Mentors have also been active in helping younger students cope with the major changes involved in relocating to a new region of the country or a new college culture. We believe that AGI is well positioned to advance diversity in the geosciences through its unique standing as the major professional organization in the geosciences. AGI maintains strong links to its professional Member Societies, state and federal agencies and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at \\2500 each and \\24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional \\$30,000 to support graduate travel to professional meetings.

  8. 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

  9. The Role of Geoscience Departments in Preparing Future Geoscience Professionals

    Science.gov (United States)

    Ormand, C. J.; MacDonald, H.; Manduca, C. A.

    2010-12-01

    The Building Strong Geoscience Departments program ran a workshop on the role of geoscience departments in preparing geoscience professionals. Workshop participants asserted that geoscience departments can help support the flow of geoscience graduates into the geoscience workforce by providing students with information about jobs and careers; providing experiences that develop career-oriented knowledge, attitudes and skills; encouraging exploration of options; and supporting students in their job searches. In conjunction with the workshop, we have developed a set of online resources designed to help geoscience departments support their students’ professional development in these ways. The first step toward sending geoscience graduates into related professions is making students aware of the wide variety of career options available in the geosciences and of geoscience employment trends. Successful means of achieving this include making presentations about careers (including job prospects and potential salaries) in geoscience classes, providing examples of practical applications of course content, talking to advisees about their career plans, inviting alumni to present at departmental seminars, participating in institutional career fairs, and publishing a departmental newsletter with information about alumni careers. Courses throughout the curriculum as well as co-curricular experiences can provide experiences that develop skills, knowledge, and attitudes that will be useful for a range of careers. Successful strategies include having an advisory board that offers suggestions about key knowledge and skills to incorporate into the curriculum, providing opportunities for students to do geoscience research, developing internship programs, incorporating professional skills training (such as HazMat training) into the curriculum, and teaching professionalism. Students may also benefit from involvement with the campus career center or from conducting informational

  10. 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.

  11. Contributions of the NOAA Hollings Undergraduate Scholarship Program to the Geosciences Pipeline

    Science.gov (United States)

    Kaplan, M.

    2016-12-01

    Since 2005, the NOAA Ernest F. Hollings Undergraduate Scholarship Program has provided tuition support and paid summer internship opportunities at NOAA to exceptional students majoring in the geosciences. The purpose of the scholarship program is to train students in NOAA mission fields. Multiple methods were used to track the career trajectories of Hollings alumni, including mining LinkedIn data, conducting an impact analysis based on a professionally developed web-based evaluation survey, and a web-based alumni update system. At least one postgraduate record was recorded for 80% of Hollings Scholarship alumni. Of the alumni reached, more than 75% continued on to graduate school in a NOAA mission field, and 86% of those graduate degrees were in a NOAA mission field or other STEM field. More than 60% of alumni had at least one professional record, with the most alumni working in private industry, followed by nongovernmental organizations and federal, state and local government.

  12. The NSF IUSE-EHR Program: What's New (and Old) About It, and Resources for Geoscience Proposers

    Science.gov (United States)

    Singer, J.; Ryan, J. G.

    2015-12-01

    The NSF Division of Undergraduate Education recently released a new solicitation for the IUSE program -- the latest iteration in a succession of funding programs dating back over 30 years (including the Instrumentation and Laboratory Improvement Program (ILI), the Course and Curriculum Development Program (CCD), the Course Curriculum and Laboratory Improvement Program (CCLI), and the Transforming Undergraduate STEM Education Program (TUES). All of these programs sought/seek to support high quality STEM education for majors and non-majors in lower- and upper-division undergraduate courses. The current IUSE-EHR program is described in a 2-year solicitation that includes two tracks: Engaged Student Learning, and Institutional & Community Transformation. Each track has several options for funding level and project duration. A wide range of activities can be proposed for funding, and the program recognizes the varying needs across STEM disciplines. Geoscientists and other potential IUSE proposers are strongly encouraged to form collaborations with colleagues that conduct educational research and to propose projects that build upon the educational knowledge base in the discipline as well as contribute to it. Achieving this may not be immediately obvious to many geoscientists who have interests in improving student learning in their courses, but are not fluent in the scholarship of education in their field. To lower the barriers that have historically prevented larger numbers of geoscientists from developing their ideas into competitive education-related proposals, we have explored strategies for building and leveraging partnerships, sought to identify available resources for proposers, and explored a range of strategies for engaging and supporting larger numbers of potential geoscience proposers.

  13. 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

  14. "Fort Valley State University Cooperative Developmental Energy Program: Broadening the Participation of Underrepresented Minorities in the Geosciences"

    Science.gov (United States)

    Crumbly, I.; Hodges, J.; Kar, A.; Rashidi, L.

    2015-12-01

    According to the American Geological Institute's Status of Recent Geoscience Graduates, 2014, underrepresented minorities (URMs) make up only 7%, 5%, and 2% of graduates at the BS/BA, MA/MS, and Ph.D levels, respectively. Recruiting academically-talented URMs to major in the geosciences instead of majoring in other fields such as medicine, law, business, or engineering is a major undertaking. Numerous factors may contribute as to why few URMs choose geoscience careers. To address the underrepresentation of URMs in the geosciences 1992, the Cooperative Developmental Energy Program (CDEP) of Fort Valley State University (FVSU) and the College of Geosciences at the University of Oklahoma (OU) implemented a 3 + 2 dual degree program specifically in geology and geophysics. Since 1992, FVSU-CDEP has added the University of Texas at Austin (2004), Pennsylvania State University (2005), University of Arkansas (2010), and the University of Nevada at Las Vegas (2015) as partners to offer degrees in geology and geophysics. The dual degree programs consist of students majoring in chemistry or mathematics at FVSU for the first three years and transferring to one of the above partnering universities for years four and five to major in geology or geophysics. Upon completion of the program, students receive a BS degree in chemistry or mathematics from FVSU and a BS degree in geology or geophysics from a partnering university. CDEP has been responsible for recruiting 33 URMs who have earned BS degrees in geology or geophysics. Females constitute 50% of the graduates which is higher than the national average. Also, 56% of these graduates have earned the MS degree and 6% have earned the Ph.D. Currently, 60% of these graduates are employed with oil and gas companies; 20% work for academia; 12% work for governmental agencies; 6 % are professionals with environmental firms; and 2% of the graduate's employment is unknown.

  15. 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.

  16. 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.

  17. 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

  18. The Geoscience Diversity Enhancement Program (GDEP): Building an Earth System Science Centered Research, Education, and Outreach Effort in Urban Long Beach, California

    Science.gov (United States)

    Ambos, E. L.; Behl, R.; Francis, R. D.; Larson, D. O.; Ramirez, M.; Rodrigue, C.; Sample, J.; Wechsler, S.; Whitney, D.; Hazen, C.

    2002-12-01

    The Geoscience Diversity Enhancement Program (GDEP) is an NSF-OEDG funded project at California State University, Long Beach (CSULB). Program goals include increasing awareness of geoscience careers, and the availability and accessibility of research experiences, to area high school and community college faculty and students from underrepresented groups. Begun in fall 2001, GDEP involves faculty leadership within three CSULB departments; geological sciences, geography, and anthropology, as well as five community colleges, and one of the largest K-12 school districts in California, Long Beach Unified. In addition, linkages to CSULB's outreach and student orientation activities are strong, with the facilitation of staff in CSULB's Student Access to Science and Mathematics (SAS) Center. During the first year, program activities centered around three major objectives: (1) creating the CSULB leadership team, and developing a robust and sustainable decision-making process, coupled with extensive relationship-building with community college and high school partners, (2) creating an evaluation plan that reflects institutional and leadership goals, and comprehensively piloting evaluation instruments, and, (3) designing and implementing a summer research experience, which was successfully inaugurated during summer 2002. We were very successful in achieving objective (1): each member of the leadership group took strong roles in the design and success of the program. Several meetings were held with each community college and high school faculty colleague, to clarify and reaffirm program values and goals. Objective (2), led by project evaluator David Whitney, resulted in an array of evaluation instruments that were tested in introductory geology, geography, and archaeology courses at CSULB. These evaluation instruments were designed to measure attitudes and beliefs of a diverse cross-section of CSULB students. Preliminary analysis of survey results reveals significant

  19. On the Cutting Edge Professional Development Program: Workshop and Web Resources for Current and Future Geoscience Faculty

    Science.gov (United States)

    MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

    2004-12-01

    Recognizing that many college and university faculty receive little formal training in teaching, are largely unaware of advances in research on teaching and learning, and face a variety of challenges in advancing in academic careers, the National Science Foundation-funded program On the Cutting Edge provides professional development for current and future faculty in the geosciences at various stages in their careers. The program includes a series of six multi-day workshops, sessions and one-day workshops at professional meetings, and a website with information about workshop opportunities and a variety of resources that bring workshop content to faculty (http://serc.carleton.edu/NAGTWorkshops). The program helps faculty improve their teaching and their job satisfaction by providing resources on instructional methods, geoscience content, and strategies for career planning. Workshop and website resources address innovative and effective practices in teaching, course design, delivery of instructional materials, and career planning, as well as approaches for teaching particular topics and strategies for starting and maintaining a research program in various institutional settings. Each year, special workshops for graduate students and post-doctoral fellows interested in academic careers and for early career faculty complement offerings on course design and emerging topics that are open to the full geoscience community. These special workshops include sessions on topics such as dual careers, gender issues, family-work balance, interviewing and negotiating strategies. The workshops serve as opportunities for networking and community building, with participants building connections with other participants as well as workshop leaders. Workshop participants reflect the full range of institutional diversity as well as ethnic and racial diversity beyond that of the geoscience faculty workforce. More than 40 percent of the faculty participants are female. Of the faculty

  20. Geoscience Education Research: A Brief History, Context and Opportunities

    Science.gov (United States)

    Mogk, D. W.; Manduca, C. A.; Kastens, K. A.

    2011-12-01

    DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding (NRC, 2011). In the geosciences, content knowledge derives from all the "spheres, the complex interactions of components of the Earth system, applications of first principles from allied sciences, an understanding of "deep time", and approaches that emphasize the interpretive and historical nature of geoscience. Insights gained from the theory and practice of the cognitive and learning sciences that demonstrate how people learn, as well as research on learning from other STEM disciplines, have helped inform the development of geoscience curricular initiatives. The Earth Science Curriculum Project (1963) was strongly influenced by Piaget and emphasized hands-on, experiential learning. Recognizing that education research was thriving in related STEM disciplines a NSF report (NSF 97-171) recommended "... that GEO and EHR both support research in geoscience education, helping geoscientists to work with colleagues in fields such as educational and cognitive psychology, in order to facilitate development of a new generation of geoscience educators." An NSF sponsored workshop, Bringing Research on Learning to the Geosciences (2002) brought together geoscience educators and cognitive scientists to explore areas of mutual interest, and identified a research agenda that included study of spatial learning, temporal learning, learning about complex systems, use of visualizations in geoscience learning, characterization of expert learning, and learning environments. Subsequent events have focused on building new communities of scholars, such as the On the Cutting Edge faculty professional development workshops, extensive collections of online resources, and networks of scholars that have addressed teaching

  1. Macrosystem Analysis of Programs and Strategies to Increase Underrepresented Populations in the Geosciences

    Science.gov (United States)

    Wolfe, Benjamin A.; Riggs, Eric M.

    2017-01-01

    Meeting the future demand for a qualified geoscience workforce will require efforts to increase recruitment, retention, and graduation of an increasingly diverse student body. Doing this successfully requires renewed attention to the needs and characteristics of underrepresented students, which include ethnic and cultural minorities, women, and…

  2. 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

  3. Fourth SIAM conference on mathematical and computational issues in the geosciences: Final program and abstracts

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1997-12-31

    The conference focused on computational and modeling issues in the geosciences. Of the geosciences, problems associated with phenomena occurring in the earth`s subsurface were best represented. Topics in this area included petroleum recovery, ground water contamination and remediation, seismic imaging, parameter estimation, upscaling, geostatistical heterogeneity, reservoir and aquifer characterization, optimal well placement and pumping strategies, and geochemistry. Additional sessions were devoted to the atmosphere, surface water and oceans. The central mathematical themes included computational algorithms and numerical analysis, parallel computing, mathematical analysis of partial differential equations, statistical and stochastic methods, optimization, inversion, homogenization and renormalization. The problem areas discussed at this conference are of considerable national importance, with the increasing importance of environmental issues, global change, remediation of waste sites, declining domestic energy sources and an increasing reliance on producing the most out of established oil reservoirs.

  4. Engaging Military Fathers in a Reflective Parenting Program: Lessons from Strong Families Strong Forces

    Science.gov (United States)

    DeVoe, Ellen R.; Paris, Ruth

    2015-01-01

    Through Strong Families Strong Forces, a reflective parenting program for military families with young children, we were privileged to work with contemporary military fathers who served in the post-9/11 conflicts in Afghanistan and Iraq. Due to this work, the authors gained valuable insight into the complexity of fathering during wartime, the…

  5. 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

  6. 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

  7. 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

  8. Preparing students in two-year colleges for geoscience degrees and careers: Workshop results

    Science.gov (United States)

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

    2012-12-01

    Building a strong and diverse geoscience workforce is a critical national challenge. Two-year colleges (2YCs) play an important role in increasing both the number and diversity of geoscience graduates. A workshop on Preparing Students from Two-year Colleges for Geoscience Degrees and Careers was held in Tacoma, WA in July 2012 to discuss the successes and challenges of programs, strategies, and activities that support career preparation of 2YC students for geoscience careers, either as geotechnical graduates or as geoscience majors at four-year colleges and universities, and to make recommendations for future efforts. At the workshop several successful partnerships between employers and two-year colleges as well as between two-year colleges and four-year institutions were discussed as potential models that could be replicated with adaptations for local employment needs. Participants shared successful techniques for supporting 2YC students in their career path such as internships, early opportunities for participating in research, joint fieldtrips with transfer institutions, and supportive curriculum alignment between two and four-year institutions. Professional organizations have much to offer including information about career options, networking opportunities, and more. Participants discussed strategies for supporting geoscience workforce development at 2YCs such as making connections between 2YCs and local employers, identifying geoscience students at 2YCs who are planning to transfer and building relationships with 4YCs, establishing internship programs, supporting student geoscience clubs, and developing a repository of geoscience employment information targeted to 2YC students. Participants recognized significant barriers to incorporating career training and information into the geoscience curriculum at two-year colleges. These barriers include a predominance of non-geoscience students in classes, lack of support or rewards for improving or increasing the

  9. Enrichment Programs and Professional Development in the Geosciences: Best Practices and Models (OEDG Research Report, Stony Brook University)

    Science.gov (United States)

    Gafney, Leo

    2017-01-01

    This report is based on several evaluations of NSF-funded geoscience projects at Stony Brook University on Long Island, NY. The report reviews the status of K-12 geoscience education, identifying challenges posed by the Next Generation Science Standards (NGSS), the experiences of university faculty engaged in teacher preparation, state…

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

    Science.gov (United States)

    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.

  11. 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.

  12. School of Ice: An Advanced Professional Development Program for Geoscience Faculty at Minority-Serving Institutions

    Science.gov (United States)

    Huffman, L. T.

    2017-12-01

    The School of Ice (SOI) program from the US Ice Drilling Program Office (IDPO) is designed for college faculty who teach at minority-serving institutions or historically black colleges and universities, but lessons learned transfer easily to any science course based on current research. The institute builds participants' background knowledge about ice core science and climate change while also providing experiences with activities and labs for transferring information to their students. After three years of highly successful workshops, our model has provided valuable lessons for creating powerful experiences for participants. This presentation will identify some of the key ideas including pairing researchers and educators as presenters; creating leadership teams capitalizing on partner strengths; building a science community willing to participate in education and outreach; and building participants' science content background knowledge and confidence while providing them with teaching models for transferring the knowledge to their students. Another important element is to demand teacher buy-in to ensure replication and dissemination. Also, IDPO's drilling technologies make it an ideal platform for intertwining engineering concepts and practices with science research to meet new science standards. In this session, we will share results of the institute evaluations including the impact on the educators as well as longitudinal analysis of data from interviews with past participants concerning continued impacts on their teaching, their courses and their students. Faculty who have attended this institute in the last three years have reported increases in their understanding of the content and how to teach it. They also report increased confidence in their ability to teach ice core science and climate change concepts. Elements of these successful workshops can inform both the development of college professional development and student courses, as well as the creation of

  13. Geothermal Technologies Program Geoscience and Supporting Technologies 2001 University Research Summaries

    Energy Technology Data Exchange (ETDEWEB)

    Creed, R.J.; Laney, P.T.

    2002-05-14

    The U.S. Department of Energy Office of Wind and Geothermal Technologies (DOE) is funding advanced geothermal research through University Geothermal Research solicitations. These solicitations are intended to generate research proposals in the areas of fracture permeability location and characterization, reservoir management and geochemistry. The work funded through these solicitations should stimulate the development of new geothermal electrical generating capacity through increasing scientific knowledge of high-temperature geothermal systems. In order to meet this objective researchers are encouraged to collaborate with the geothermal industry. These objectives and strategies are consistent with DOE Geothermal Energy Program strategic objectives.

  14. Geothermal Technologies Program Geoscience and Supporting Technologies 2001 University Research Summaries

    Energy Technology Data Exchange (ETDEWEB)

    Creed, Robert John; Laney, Patrick Thomas

    2002-06-01

    The U.S. Department of Energy Office of Wind and Geothermal Technologies (DOE) is funding advanced geothermal research through University Geothermal Research solicitations. These solicitations are intended to generate research proposals in the areas of fracture permeability location and characterization, reservoir management and geochemistry. The work funded through these solicitations should stimulate the development of new geothermal electrical generating capacity through increasing scientific knowledge of high-temperature geothermal systems. In order to meet this objective researchers are encouraged to collaborate with the geothermal industry. These objectives and strategies are consistent with DOE Geothermal Energy Program strategic objectives.

  15. Geothermal Technologies Program Geoscience and Supporting Technologies 2001 University Research Summaries

    International Nuclear Information System (INIS)

    Creed, R.J.; Laney, P.T.

    2002-01-01

    The U.S. Department of Energy Office of Wind and Geothermal Technologies (DOE) is funding advanced geothermal research through University Geothermal Research solicitations. These solicitations are intended to generate research proposals in the areas of fracture permeability location and characterization, reservoir management and geochemistry. The work funded through these solicitations should stimulate the development of new geothermal electrical generating capacity through increasing scientific knowledge of high-temperature geothermal systems. In order to meet this objective researchers are encouraged to collaborate with the geothermal industry. These objectives and strategies are consistent with DOE Geothermal Energy Program strategic objectives

  16. Practical Examples of an Integrated Field Study Program at Mt. Fuji: Geosciences and the Arts

    Science.gov (United States)

    Ito, T.; Kamikuri, S. I.; Otsuji, H.; Kataguchi, N.; Maruyama, H.; Hashiura, H.

    2017-12-01

    Mt. Fuji is a symbol of existence for the Japanese and it also has been a religiously revered subject. In addition, as represented by the ukiyo-e of Hokusai and Hiroshige, it is a subject of paintings, as well as of various types of literary expression such as waka, haiku and novels. Historically, there was a time when Mt. Fuji was used as a symbol of the integration of the country; and it has long reflected the culture, life and thoughts of the Japanese. On another level, from the Earth scientific point of view, Mt. Fuji is one of the most active volcanoes in Japan. Teacher training colleges in Japan have created educational programs for all subjects taught at school. However, as there is no effective linkage among these subjects, students may have different opinions on them according to their curriculum. In this study, we adopted a multifaceted learning approach toward that most symbolic icon of our country. In FY2014 and FY2016, a course created by the College of Education at Ibaraki University, called "Fieldwork on Geology," was conducted at and around Mt. Fuji. In addition to conducting fieldwork from the viewpoint of earth science, it also had abundant artistic content. Academics in the fields of earth science, art and pedagogy worked closely together from the planning stage and participated in a field study with 25 university students. Specifically, we focused on how the experience of sketching a landscape affects field observations by broadening the viewpoint and deepening the understanding of students. To ascertain the bidirectional educational effects between earth sciences and art, students were asked: 1) to express an image of Mt. Fuji, and 2) to appreciate paintings of Mt. Fuji and express the information they garnered from the paintings, before and after the fieldwork. These two exercises are considered as providing insights into how the students' understanding had changed. In addition, reports and impressions submitted by the students were used as

  17. 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

  18. 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.

  19. Case Studies of Two American Towns That Have Recently Developed Geotourism Venues: A Comparison of Steps Taken in Geoscience Education Program Development

    Science.gov (United States)

    Wandersee, J. H.; Clary, R. M.

    2005-12-01

    In June, 2003, CNN reported that there were three US public fossil parks (in OH, NY, and IA) that embraced educational missions and allowed the public to collect and actually keep the fossils they found. The new parks moved beyond exhibiting fossils to allowing the park visitor to have a direct, tangible, and authentic geobiological field experience, typically culminating in the visitor's identification and ownership of a small number of personally collected fossils. Our site-based, qualitative, comparative geoscience educational analysis of the strengths and weaknesses of the first three parks was presented at the 2004 International Geological Congress. We subsequently developed a fossil park design model for others contemplating the establishment or instructional use of such parks. Today there are five specially developed, public fossil parks in the US. All are owned and operated by city or county governments, or by non-profit organizations. Each considers its primary mission to be advancing geoscience education. In the current investigation, we conducted on-site, multiple case study research on the two newest US fossil parks. Both are located in small towns: Trammel Fossil Park in Sharonville, Ohio (population 13,000), and Fossil Beds Park in Fossil, Oregon (population 430). The former site is Ordovician in age, with four fossiliferous marine formations. The latter is an Oligocene lake bed and contains approximately 35 species of identified plant fossils. Our focus in both case studies was on identifying the steps of successful fossil park development that lead to a sound informal geoscience education program, based on principles of active, meaningful, and mindful learning (Langer, 1998; Michael and Modell, 2003; Mintzes, Wandersee, and Novak, 2000). We found that each town had developed a collaborative, community-driven, pedagogically innovative, field-based geotourism venue. Each was noteworthy in specific ways for its geoscience education potential as an

  20. 77 FR 35711 - Strong Cities, Strong Communities National Resource Network Pilot Program Advance Notice and...

    Science.gov (United States)

    2012-06-14

    ... an outside platform can leverage the federal government's investment with considerable private and... Regional Innovation Clusters, DOJ's Diagnostic Center, Federal Emergency Management Agency (FEMA... programs whenever possible, such as: Economic Development (economic visioning, job market analysis, cluster...

  1. Outer geosciences

    International Nuclear Information System (INIS)

    Blake, R.L.

    1979-06-01

    This report presents an objective discussion of the importance of the atmospheric/solar-terrestrial system to national energy programs. A brief sketch is given of the solar-terrestrial environment, extending from the earth's surface to the sun. Processes in this natural system influence several energy activities directly or indirectly, and some present and potential energy activities can influence the natural system. It is not yet possible to assess the two-way interactions quantitatively or to evaluate the economic impact. An investment by the Department of Energy (DOE) in a long-range basic research program would be an important part of the department's mission. Existing programs by other agencies in this area of research are reviewed, and a compatible DOE program is outlined. 18 figures, 5 tables

  2. 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.

  3. Application of QA geoscience investigations

    International Nuclear Information System (INIS)

    Henderson, J.T.

    1980-01-01

    This paper discusses the evolution of a classical hardware QA program (as currently embodied in DOE/ALO Manual Chapter 08XA; NRC 10CFR Part 50, Appendix B; and other similar documents) into the present geoscience quality assurance programs that address eventual NRC licensing, if required. In the context of this paper, QA will be restricted to the tasks associated with nuclear repositories, i.e. site identification, selection, characterization, verification, and utilization

  4. Developing Geoscience Students' Quantitative Skills

    Science.gov (United States)

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

    2005-12-01

    Sophisticated quantitative skills are an essential tool for the professional geoscientist. While students learn many of these sophisticated skills in graduate school, it is increasingly important that they have a strong grounding in quantitative geoscience as undergraduates. Faculty have developed many strong approaches to teaching these skills in a wide variety of geoscience courses. A workshop in June 2005 brought together eight faculty teaching surface processes and climate change to discuss and refine activities they use and to publish them on the Teaching Quantitative Skills in the Geosciences website (serc.Carleton.edu/quantskills) for broader use. Workshop participants in consultation with two mathematics faculty who have expertise in math education developed six review criteria to guide discussion: 1) Are the quantitative and geologic goals central and important? (e.g. problem solving, mastery of important skill, modeling, relating theory to observation); 2) Does the activity lead to better problem solving? 3) Are the quantitative skills integrated with geoscience concepts in a way that makes sense for the learning environment and supports learning both quantitative skills and geoscience? 4) Does the methodology support learning? (e.g. motivate and engage students; use multiple representations, incorporate reflection, discussion and synthesis) 5) Are the materials complete and helpful to students? 6) How well has the activity worked when used? Workshop participants found that reviewing each others activities was very productive because they thought about new ways to teach and the experience of reviewing helped them think about their own activity from a different point of view. The review criteria focused their thinking about the activity and would be equally helpful in the design of a new activity. We invite a broad international discussion of the criteria(serc.Carleton.edu/quantskills/workshop05/review.html).The Teaching activities can be found on the

  5. Alignment of Learning Goals, Assessments and Curricula in an Earth Sciences Program to Prepare the Geoscience Workforce for the 21st Century

    Science.gov (United States)

    Mogk, D. W.; Schmitt, J.

    2013-12-01

    The Dept. of Earth Sciences, Montana State University, recently completed a comprehensive revision of its undergraduate curriculum to meet challenges and opportunities in training the next generation geoscience workforce. The department has 280 undergraduate majors in degree options that include: geology, geography (physical and human), snow science, paleontology and GIS/planning. We used a 'backward design' approach by first considering the profile of a student leaving our program: what should they know and be able to do, in anticipation of professional development for traditional (exploration, environmental, regulatory agencies) and non-traditional (planning, policy, law, business, teaching) jobs or for further training in graduate school. We adopted an Earth system approach to be better aligned with contemporary approaches to Earth science and to demonstrate the connections between sub-disciplines across the curriculum. Learning sequences were designed according to Bloom's Taxonomy to develop higher level thinking skills (starting from observations and progressing to descriptions, interpretations, applications, integration of multiple lines of evidence, synthetic and analytical thinking and evaluation). Central themes are reinforced in multiple classes: history and evolution of the Earth system, composition and architecture of Earth, surface of Earth and the 'critical zone' and human dimensions. The cornerstones of the curriculum are strong background in cognate sciences, geologic 'habits of mind', an emphasis on geologic processes and field instruction. Ancillary learning goals include development of quantitative, communication, and interpersonal skills; use of Earth data and modeling; systems thinking; research and research-like experiences; and applications to societal issues. The first year course of study includes a slate of courses to explore the Earth system, primarily to engage and recruit students to the major. Second year studies are foundational for

  6. 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

  7. 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.

  8. 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

  9. Summary outline of DOE geoscience and geoscience - related research

    Energy Technology Data Exchange (ETDEWEB)

    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.

  10. 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.

  11. Supporting aboriginal knowledge and practice in health care: lessons from a qualitative evaluation of the strong women, strong babies, strong culture program.

    Science.gov (United States)

    Lowell, Anne; Kildea, Sue; Liddle, Marlene; Cox, Barbara; Paterson, Barbara

    2015-02-05

    The Strong Women, Strong Babies, Strong Culture Program (the Program) evolved from a recognition of the value of Aboriginal knowledge and practice in promoting maternal and child health (MCH) in remote communities of the Northern Territory (NT) of Australia. Commencing in 1993 it continues to operate today. In 2008, the NT Department of Health commissioned an evaluation to identify enabling factors and barriers to successful implementation of the Program, and to identify potential pathways for future development. In this paper we focus on the evaluation findings related specifically to the role of Aborignal cultural knowledge and practice within the Program. A qualitative evaluation utilised purposive sampling to maximise diversity in program history and Aboriginal culture. Semi-structured, in-depth interviews with 76 participants were recorded in their preferred language with a registered Interpreter when required. Thematic analysis of data was verified or modified through further discussions with participants and members of the evaluation team. Although the importance of Aboriginal knowledge and practice as a fundamental component of the Program is widely acknowledged, there has been considerable variation across time and location in the extent to which these cultural dimensions have been included in practice. Factors contributing to this variation are complex and relate to a number of broad themes including: location of control over Program activities; recognition and respect for Aboriginal knowledge and practice as a legitimate component of health care; working in partnership; communication within and beyond the Program; access to transport and working space; and governance and organisational support. We suggest that inclusion of Aboriginal knowledge and practice as a fundamental component of the Program is key to its survival over more than twenty years despite serious challenges. Respect for the legitimacy of Aboriginal knowledge and practice within health

  12. 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://serc.carleton.edu/integrate/programs

  13. 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.

  14. 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.

  15. 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

  16. 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.

  17. 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

  18. 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.

  19. 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.

  20. Summaries of physical research in the geosciences

    Energy Technology Data Exchange (ETDEWEB)

    1983-09-01

    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 in the document describe the scope of the individual programs and detail the research performed during 1982 to 1983. The Geoscience 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. All such research is related either directly or indirectly to the Department of Energy's technological needs.

  1. Strong tobacco control program requirements and secure funding are not enough: lessons from Florida.

    Science.gov (United States)

    Kennedy, Allison; Sullivan, Sarah; Hendlin, Yogi; Barnes, Richard; Glantz, Stanton

    2012-05-01

    Florida's Tobacco Pilot Program (TPP; 1998-2003), with its edgy Truth media campaign, achieved unprecedented youth smoking reductions and became a model for tobacco control programming. In 2006, 3 years after the TPP was defunded, public health groups restored funding for tobacco control programming by convincing Florida voters to amend their constitution. Despite the new program's strong legal structure, Governor Charlie Crist's Department of Health implemented a low-impact program. Although they secured the program's strong structure and funding, Florida's nongovernmental public health organizations did not mobilize to demand a high-impact program. Implementation of Florida's Amendment 4 demonstrates that a strong programmatic structure and secure funding are insufficient to ensure a successful public health program, without external pressure from nongovernmental groups.

  2. Proposed Grand Challenges in Geoscience Education Research: Articulating a Community Research Agenda

    Science.gov (United States)

    Semken, S. C.; St John, K. K.; Teasdale, R.; Ryker, K.; Riggs, E. M.; Pyle, E. J.; Petcovic, H. L.; McNeal, K.; McDaris, J. R.; Macdonald, H.; Kastens, K.; Cervato, C.

    2017-12-01

    Fourteen ago the Wingspread Project helped establish geoscience education research (GER) as an important research field and highlighted major research questions for GER at the time. More recently, the growth and interest in GER is evident from the increase in geoscience education research articles, the establishment of the NAGT GER Division, the creation of the GER Toolbox, an increase in GER graduate programs, and the growth of tenure-eligible GER faculty positions. As an emerging STEM education research field, the GER community is examining the current state of their research and considering the best course forward so that it can have the greatest collective impact on advancing teaching and learning in the geosciences. As part of an NSF-funded effort to meet this need, 45 researchers drafted priority research questions, or "Grand Challenges", that span 10 geoscience education research themes. These include research on: students' conceptual understanding of the solid and the fluid Earth, K-12 teacher preparation, teaching about Earth in the context of societal problems, access and success of underrepresented groups in the geosciences, spatial and temporal reasoning, quantitative reasoning and use of models, instructional strategies to improve geoscience learning, students' self-regulated learning, and faculty professional development and institutional change. For each theme, several Grand Challenges have been proposed; these have undergone one round of peer-review and are now ready for the AGU community to critically examine the proposed Grand Challenges and make suggestions on strategies for addressing them: http://nagt.org/nagt/geoedresearch/grand_challenges/feedback.html. We seek perspectives from geoscience education researchers, scholars, and reflective educators. It is our vision that the final outcomes of this community-grounded process will be a published guiding framework to (1) focus future GER on questions of high interest to the geoscience education

  3. 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.

  4. Exploring Student-to-Workforce Transitions with the National Geoscience Exit Survey

    Science.gov (United States)

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

    2011-12-01

    In 2011, the American Geological Institute (AGI) launched the first pilot of a National Geoscience Exit Survey in collaboration with 32 geoscience university departments. The survey collects data about demographics, high school and community college coursework, university degrees, financial aid, field and research experiences, internships, and when and why the student chose to pursue a geosciences degree. Additionally, the survey collects information about students' future academic and career plans, and gives participants the option to take part in a longitudinal survey to track long-term career trajectories of geosciences graduates. The survey also provides geoscience departments with the ability to add customized questions to collect data about important departmental-level topics. 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. We use the results of the National Geoscience Exit Survey to examine student preparation and transition into geosciences and non-geoscience careers. Preliminary results from the pilot survey indicated future academic and career trajectories for geoscience Bachelor's degree recipients included graduate school (53%) and pursuit of a geoscience career (45%), with some undergraduates keeping their options open for either trajectory. Twelve percent of Bachelor's degree recipients already accepted job offers with geoscience employers. For geoscience Master's degree recipients, 17% planned to continue in graduate school, 35% were seeking a geoscience job, and 42% had already accepted job offers with geoscience employers. Furthermore, the majority of those geoscience graduates who already accepted geoscience job offers had also interned previously with the employer.

  5. 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

  6. Effects of a parental program for preventing underage drinking - The NGO program strong and clear

    Directory of Open Access Journals (Sweden)

    Eriksson Charli

    2011-04-01

    Full Text Available Abstract Background The present study is an evaluation of a 3-year parental program aiming to prevent underage drinking. The intervention was implemented by a non-governmental organization and targeted parents with children aged 13-16 years old and included recurrent activities during the entire period of secondary school. The program consisted of four different types of group and self-administered activities: parent meetings, family dialogues, friend meetings, and family meetings. Methods A quasi-experimental design was used following parents and children with questionnaires during the three years of secondary school. The analytic sample consisted of 509 dyads of parents and children. Measures of parental attitudes and behaviour concerning underage drinking and adolescents' lifetime alcohol consumption and drunkenness were used. Three socio-demographic factors were included: parental education, school, and gender of the child. A Latent Growth Modelling (LGM approach was used to examine changes in parental behaviour regarding youth drinking and in young people's drinking behaviour. To test for the pre-post test differences in parental attitudes repeated measures ANOVA were used. Results The results showed that parents in the program maintained their restrictive attitude toward underage drinking to a higher degree than non-participating parents. Adolescents of participants were on average one year older than adolescents with non-participating parents when they made their alcohol debut. They were also less likely to have ever been drunk in school year 9. Conclusion The results of the study suggested that Strong and Clear contributed to maintaining parents' restrictive attitude toward underage drinking during secondary school, postponing alcohol debut among the adolescents, and significantly reducing their drunkenness.

  7. Exploring the Role of Information Professionals in Improving Research Reproducibility:A Case Study in Geosciences

    Science.gov (United States)

    Yan, A.; West, J.

    2016-12-01

    The validity of Geosciences research is of great significance to general public and policy-makers. In an earlier study, we surveyed 136 faculty and graduate students in geosciences. The result indicated that nearly 80% of respondents who had ever reproduced a published study had failed at least one time in reproducing, suggesting a general lack of research reproducibility in geosciences. Although there is much enthusiasm for creation of technologies such as workflow system, literate programming, and cloud-based system to facilitate reproducibility, much less emphasis has been placed on the information services essential for meaningful use of these tools. Library and Information Science (LIS) has a rich tradition of providing customized service for research communities. LIS professionals such as academic librarians have made strong contribution to resources locating, software recommending, data curation, metadata guidance, project management, submission review and author training. In particular, university libraries have been actively developing tools and offering guidelines, consultations, and trainings on Data Management Plan (DMP) required by National Science Foundation (NSF). And effective data management is a significant first step towards reproducible research. Hereby we argue that LIS professionals may be well-positioned to assist researchers to make their research reproducible. In this study, we aim to answer the question: how can LIS professionals assist geoscience researchers in making their research capable of being reproduced? We first synthesize different definitions of "reproducibility" and provide a conceptual framework of "reproducibility" in geosciences to resolve some of the misunderstandings around related terminology. Using a case study approach, we then examine 1) university librarians' technical skills, domain knowledge, professional activities, together with their awareness of, readiness for, and attitudes towards research reproducibility and

  8. 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

  9. Issues, Challenges, and Opportunities in Geoscience Education and Broadening Participation in the Geosciences at Two-year Colleges

    Science.gov (United States)

    van der Hoeven Kraft, K.; Guertin, L. A.; Filson, R. H.; Macdonald, H.; McDaris, J. R.

    2011-12-01

    A workshop on The Role of Two-Year Colleges in Geoscience Education and Broadening Participation in the Geosciences was held at Northern Virginia Community College in June 2010 to identify issues, challenges, and opportunities for geoscience faculty and students in two-year colleges (2YC) and to make recommendations for strengthening this component of the geoscience community. Given the wide diversity of 2YC students, a long term goal for this workshop was to work toward broadening the participation of underrepresented students to the geosciences. The workshop included sessions on strategies for supporting all students to be successful, the role of 2YC in broadening participation in the geosciences, and preparing geoscience students for the future (recruiting and retaining students in the geosciences, career preparation and workforce development, and transfer and 2YC and 4YC partnerships). Conversations between participants and professional organizations and societies focused on how increased communication with 2YC faculty could support faculty and students from two-year colleges. Participants considered strategies for addressing isolation and building community including interdisciplinary collaborations, scholarly practices, using Web 2.0, and working with adjunct faculty. Working groups addressed the following topics: establishment of a geoscience 2YC community, best practices for geoscience 2YC programs, faculty professional development, recruitment and retention of students, diversity in the geosciences, the role of 2YC in K-12 teacher preparation, and ocean science education in 2YC. Recommendations included the need to collect and disseminate information about 2YC including demographic information and best practices of 2YC geoscience programs, the desire to establish an organization for 2YC geoscience faculty, more opportunities to communicate (workshops and electronic communications), and other approaches for supporting 2YC students, faculty, and programs

  10. 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

  11. Social Technologies to Jump Start Geoscience Careers

    Science.gov (United States)

    Keane, Christopher; Martinez, Cynthia; Gonzales, Leila

    2010-05-01

    Collaborative and social technologies have been increasingly used to facilitate distributed data collection and observation in science. However, "Web 2.0" and basic social media are seeing limited coordinated use in building student and early-career geoscientists knowledge and understanding of the profession and career for which they have undertaken. The current generation of geology students and early career professionals are used to ready access to myriad of information and interaction opportunities, but they remain largely unaware about the geoscience profession, what the full scope of their opportunities are, and how to reach across institutional and subdisciplinary boundaries to build their own professional network. The American Geological Institute Workforce Program has tracked and supported the human resources of the geosciences since 1952. With the looming retirement of Baby Boomers, increasing demand for quality geoscientists, and a continued modest supply of students entering the geosciences, AGI is working to strengthen the human resource pipeline in the geosciences globally. One aspect of this effort is the GeoConnection Network, which 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 and enabling them to build their own personal professional network. 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

  12. Increasing the Presence of Underrepresented Minorities in the Geosciences: The Woods Hole Partnership Education Program Model and Outcomes

    Science.gov (United States)

    George, A.; Gutierrez, B.; Jearld, A.; Liles, G.; Scott, O.; Harden, B.

    2017-12-01

    Launched in 2009, the Partnership Education Program (PEP) is supported by six scientific institutions in Woods Hole, Massachusetts through the Woods Hole Diversity Initiative. PEP, which was shaped by experience with other diversity programs as well as input from scientists in Woods Hole, is designed to promote a diverse scientific community by recruiting talent from minority groups that are under-represented in marine and environmental sciences. Focused on college juniors and seniors with course work in marine and/or environmental sciences, PEP is comprised of a four-week course, "Ocean and Environmental Sciences: Global Climate Change," and a six to eight week individual research project under the guidance of a research mentor. Investigators from the six science institutions serve as course faculty and research mentors. Course credit is through PEP's academic partner, the University of Maryland Eastern Shore. PEP students also participate in seminars, workshops, field trips, at-sea experiences, career development activities, and attend lectures at participating science institutions throughout the summer. Students present their research results at the end of the summer with a 15-minute public presentation. A number of PEP participants then presented their work at professional and scientific meetings, such as AGU, using the program as a gateway to graduate education and career opportunities in the marine and environmental sciences. From 2009 through 2017, 138 students from 86 colleges and universities, including many that previously had sent few or no students or faculty to Woods Hole, have participated in the program. Participating organizations are: Northeast Fisheries Science Center (NOAA Fisheries), Marine Biological Laboratory (MBL), Sea Education Association (SEA), U.S. Geological Survey (USGS), Woods Hole Oceanographic Institution (WHOI), Woods Hole Research Center (WHRC), and University of Maryland Eastern Shore (UMES) - academic partner.

  13. 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.

  14. 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.

  15. Teaching Marine Geoscience at Sea: Integrated Ocean Drilling Program's School of Rock Explores Cascadia Subduction Zone - Cores, Logs, and ACORKs

    Science.gov (United States)

    Reagan, M.; Collins, J.; Ludwig, K. A.; Slough, S.; Delaney, M. L.; Hovan, S. A.; Expedition 328 Scientists

    2010-12-01

    For twelve days this past September, seventeen formal and informal educators from the US, UK, and France joined six instructors and a small science party on the scientific drillship JOIDES Resolution for the Integrated Ocean Drilling Program (IODP)’s Cascadia ACORK Expedition. The educators were part of the annual “School of Rock (SOR)” education program. SOR is coordinated by the U.S. Implementing Organization (USIO) of IODP and is designed to engage participants in seagoing Earth systems research and education workshops onboard the JOIDES Resolution and on shore at the Gulf Coast Core Repository in Texas. The scientific objective of the Cascadia ACORK expedition was to install a new permanent hydrologic observatory at ODP Site 889 to provide long-term monitoring of the pressure at the frontal part of the Cascadia accretionary prism. This year’s SOR workshop focused on how cores, logs, and ACORKs shed light on the hydrology and geology of the Cascadia subduction zone in the Northeast Pacific. In addition to observing the deployment of the ACORK, the SOR participants conducted daily hands-on analyses of archived sediment and hard-rock cores with scientists and technicians who specialize in IODP research using the lab facilities on the ship. Throughout the expedition, participants engaged in different activities and lessons designed to explore the deep biosphere, methane hydrates, paleoceanography, sedimentology, biostratigraphy, seafloor spreading, and drilling technology. The workshop also provided participants with “C3” time; time to communicate their experience using the successful joidesresolution.org website and other tools, make connections to their prior knowledge and expertise, and to be creative in developing and planning new education and outreach activities based on their new knowledge and research. As part of participating in the expedition, participants committed to further developing and testing their education and outreach products after

  16. 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.

  17. Creating Geoscience Leaders

    Science.gov (United States)

    Buskop, J.; Buskop, W.

    2013-12-01

    The United Nations Educational, Scientific, and Cultural Organization recognizes 21 World Heritage in the United States, ten of which have astounding geological features: Wrangell St. Elias National Park, Olympic National Park, Mesa Verde National Park, Chaco Canyon, Glacier National Park, Carlsbad National Park, Mammoth Cave, Great Smokey Mountains National Park, Hawaii Volcanoes National Park, and Everglades National Park. Created by a student frustrated with fellow students addicted to smart phones with an extreme lack of interest in the geosciences, one student visited each World Heritage site in the United States and created one e-book chapter per park. Each chapter was created with original photographs, and a geological discovery hunt to encourage teen involvement in preserving remarkable geological sites. Each chapter describes at least one way young adults can get involved with the geosciences, such a cave geology, glaciology, hydrology, and volcanology. The e-book describes one park per chapter, each chapter providing a geological discovery hunt, information on how to get involved with conservation of the parks, geological maps of the parks, parallels between archaeological and geological sites, and how to talk to a ranger. The young author is approaching UNESCO to publish the work as a free e-book to encourage involvement in UNESCO sites and to prove that the geosciences are fun.

  18. Promoting Sketching in Introductory Geoscience Courses: CogSketch Geoscience Worksheets.

    Science.gov (United States)

    Garnier, Bridget; Chang, Maria; Ormand, Carol; Matlen, Bryan; Tikoff, Basil; Shipley, Thomas F

    2017-10-01

    Research from cognitive science and geoscience education has shown that sketching can improve spatial thinking skills and facilitate solving spatially complex problems. Yet sketching is rarely implemented in introductory geosciences courses, due to time needed to grade sketches and lack of materials that incorporate cognitive science research. Here, we report a design-centered, collaborative effort, between geoscientists, cognitive scientists, and artificial intelligence (AI) researchers, to characterize spatial learning challenges in geoscience and to design sketch activities that use a sketch-understanding program, CogSketch. We developed 26 CogSketch worksheets that use cognitive science-based principles to scaffold problem solving of spatially complex geoscience problems and report observations of an implementation in an introductory geoscience course where students used CogSketch or human-graded paper worksheets. Overall, this research highlights the principles of interdisciplinary design between cognitive scientists, geoscientists, and AI researchers that can inform the collaborative design process for others aiming to develop effective educational materials. Copyright © 2017 Cognitive Science Society, Inc.

  19. National Geoscience Data Repository System. Final report

    Energy Technology Data Exchange (ETDEWEB)

    Schiffries, C.M.; Milling, M.E.

    1994-03-01

    The American Geological Institute (AGI) has completed the first phase of a study to assess the feasibility of establishing a National Geoscience Data Repository System to capture and preserve valuable geoscientific data. The study was initiated in response to the fact that billions of dollars worth of domestic geological and geophysical data are in jeopardy of being irrevocably lost or destroyed as a consequence of the ongoing downsizing of the US energy and minerals industry. This report focuses on two major issues. First, it documents the types and quantity of data available for contribution to a National Geoscience Data Repository System. Second, it documents the data needs and priorities of potential users of the system. A National Geoscience Data Repository System would serve as an important and valuable source of information for the entire geoscience community for a variety of applications, including environmental protection, water resource management, global change studies, and basic and applied research. The repository system would also contain critical data that would enable domestic energy and minerals companies to expand their exploration and production programs in the United States for improved recovery of domestic oil, gas, and mineral resources.

  20. Partnership to Enhance Diversity in Marine Geosciences: Holocene Climate and Anthropogenic Changes from Long Island Sound, NY

    Science.gov (United States)

    McHugh, C. M.; Zheng, Y.; Kohfeld, K. E.; Marchese, P.; Cormier, M.; Warkentine, B.

    2005-12-01

    This project, sponsored by the National Science Foundation, Opportunities to Enhance Diversity in the Geosciences Division, will develop a program based on multidisciplinary investigations of Long Island Sound, as a vehicle to enhance diversity in geosciences. The program includes a curriculum centered on geosciences with a substantial field and laboratory component. Students will participate in a one-week oceanographic expedition to Long Island Sound aboard the R/V Cape Henlopen and in day trips using SUNY Maritime College's R/V Alexanderson. The goal is to illustrate the dominant physical processes in an urban coastal area by using a variety of oceanographic mapping techniques, such as multibeam bathymetric mapping, sediment and water sampling, and current profiling. The working hypothesis is that New York City students will be attracted to geosciences through an integrated field and research experience which familiarizes them with their own environment. Furthermore, they will be introduced to solving geoscience problems in a hands-on manner while receiving one-on-one mentoring in a supportive environment. Strong support exists from the City University of New York (CUNY) at the graduate level through MAGNET fellowships. At the undergraduate level, the geoscience curriculum fulfills a science requirement for completion of a BA in geosciences. Support also exists from the "Alliance for Minority Participation" (AMP), a program supported by the National Science Foundation and in which Queens College (QC) and CUNY participate, and the "Search for Education, Elevation, and Knowledge" (SEEK), a QC program designed to provide educational opportunities for academically motivated students who need substantial financial assistance to attend college. The main scientific objectives are 1) to evaluate the impact of anthropogenic activities through studies of the waters, plankton, and sediments and to propose measures for their remediation, and 2) to begin to assess long

  1. Writing fiction about geoscience

    Science.gov (United States)

    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

  2. G.I.F.K. project: Geosciences Information For Kids

    Science.gov (United States)

    Merlini, Anna Elisabetta; Grieco, Giovanni; Evardi, Mara; Oneta, Cristina; Invernizzi, Nicoletta; Aiello, Caterina

    2016-04-01

    Our GIFK program was born after the GIFT experience in 2015 when "The Geco" association attended the workshop focused on mineral resources topics. With an extremely clear vision of the fragility of our planet in relation to our "exploiting" society, we felt the need to find a new way to expose young generations to geoscience topics. With this awareness, a new scientific path for young students, named GIFK -Geosciences Information for Kids- has been created. Thanks to this program, young generations of students are involved in geoscience topics in order to bring up a more eco-aware generation in the future. Particularly, in Italy, we do need new didactic tools to bring kids into science. As part of the classic science program, often teachers do not have time to discuss about the current facts related to our planet and often students do not receive any type of "contact" with the daily scientific events from the school. This program is aimed to introduce small kids, from kindergarten to primary school, to Earth related issues. The key for the educational success is to give children the possibility to get involved in recent scientific information and to plunge into science topics. The connection with up to date scientific research or even just scientific news allows us to use media as a reinforcing tool, and provides a strong link to everyday life. In particular, the first project developed within the GIFK program deals with the amazing recent Sentinel missions performed by ESA (European Space Agency), related to the observation of the Earth from space. The main aim of this project is to discuss about environmental and exploitation problems that the Earth is facing, using satellite images in order to observe direct changes to the Earth surface overtime. Pupils are led to notice and understand how close the relation between daily life and planet Earth is and how important our behavior is even in small acts. Observing the Earth from space and in the Solar System context

  3. Growing Strong and Healthy with Mister Bone: An Educational Program to Have Strong Bones Later in Life

    Directory of Open Access Journals (Sweden)

    Barbara Pampaloni

    2015-12-01

    Full Text Available Optimal peak bone mass and bone health later in life are favored by a sufficient calcium intake in infancy, childhood and adolescence. The purpose of this study was to test a new educational program created to monitor and to improve calcium and vitamin D intake in children. Nutritional habits in children were evaluated through a food frequency questionnaire (FFQ to assess the intake of calcium, vitamin D, dairy products, and total caloric energy at baseline and after seven months of exposure to a unique educational program applied between November 2013 and May 2014 in 176 schoolchildren (48% male, 52% female attending the fourth and fifth grades of two selected primary schools in Florence, Italy. A significant increase of calcium (from 870 ± 190 to 1100 ± 200 mg/day, p < 0.05, and vitamin D (from 3.6 ± 1.53 to 4.1 ± 2 µg/day intake in children was documented after the educational program. The amount of specific foods important for bone health consumed, such as milk and vegetables, increased significantly, both in male and female children (p < 0.05. The proposed educational program appears to be effective in modifying calcium intake in children, with a significant increase in the consumption of dairy products and vegetables, but without a significant change in the total caloric intake.

  4. 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.

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

    Science.gov (United States)

    Moosavi, S. C.

    2017-12-01

    By their very nature, the geosciences address societal challenges requiring a complex interplay between the research community, geoscience educators and public engagement with the general population to build their knowledge base and convince them to act appropriately to implement policies guided by scientific understanding. The most effective responses to geoscience challenges arise when strong collaborative structures connecting research, education and the public are in place to afford rapid communication and trust at all stages of the investigative and policy implementation processes. Educational programs that involve students and scientists via service learning exploring high profile issues of community interest and outreach to teachers through professional development build the network of relationships with geoscientists to respond rapidly to solve societal problems. These pre-existing personal connections simultaneously hold wider credibility with the public than unfamiliar scientific experts less accustomed to speaking to general audiences. The Geological Society of America is leveraging the research and educational experience of its members to build a self-sustaining state/regional network of K-12 professional development workshops designed to link the academic, research, governmental and industrial communities. The goal is not only to improve the content knowledge and pedagogical skills which teachers bring to their students, but also to build a diverse community of trust capable of responding to geoscience challenges in a fashion relevant to local communities. Dr. Moosavi is building this program by drawing on his background as a biogeochemistry researcher with 20 years experience focused on use of place-based approaches in general education and pre- and in-service teacher preparation in Research 1 and comprehensive universities, liberal arts and community colleges and high school. Experience with K-12 professional development working with the Minnesota

  6. arXiv Recent results from the strong interactions program of NA61/SHINE

    CERN Document Server

    Pulawski, Szymon

    2017-01-01

    The NA61/SHINE experiment studies hadron production in hadron+hadron, hadron+nucleus and nucleus+nucleus collisions. The strong interactions program has two main purposes: study the properties of the onset of deconfinement and search for the signatures of the critical point of strongly interacting matter. This aim is pursued by performing a two-dimensional scan of the phase diagram by varying the energy/momentum (13A-158A GeV/c) and the system size (p+p, Be+Be, Ar+Sc, Xe+La) of the collisions. This publication reviews recent results from p+p, Be+Be and Ar+Sc interactions. Measured particle spectra are discussed and compared to NA49 results from Pb+Pb collisions. The results illustrate the progress towards scanning the phase diagram of strongly interacting matter.

  7. 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

  8. 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.

  9. On the tradeoffs of programming language choice for numerical modelling in geoscience. A case study comparing modern Fortran, C++/Blitz++ and Python/NumPy.

    Science.gov (United States)

    Jarecka, D.; Arabas, S.; Fijalkowski, M.; Gaynor, A.

    2012-04-01

    The language of choice for numerical modelling in geoscience has long been Fortran. A choice of a particular language and coding paradigm comes with different set of tradeoffs such as that between performance, ease of use (and ease of abuse), code clarity, maintainability and reusability, availability of open source compilers, debugging tools, adequate external libraries and parallelisation mechanisms. The availability of trained personnel and the scale and activeness of the developer community is of importance as well. We present a short comparison study aimed at identification and quantification of these tradeoffs for a particular example of an object oriented implementation of a parallel 2D-advection-equation solver in Python/NumPy, C++/Blitz++ and modern Fortran. The main angles of comparison will be complexity of implementation, performance of various compilers or interpreters and characterisation of the "added value" gained by a particular choice of the language. The choice of the numerical problem is dictated by the aim to make the comparison useful and meaningful to geoscientists. Python is chosen as a language that traditionally is associated with ease of use, elegant syntax but limited performance. C++ is chosen for its traditional association with high performance but even higher complexity and syntax obscurity. Fortran is included in the comparison for its widespread use in geoscience often attributed to its performance. We confront the validity of these traditional views. We point out how the usability of a particular language in geoscience depends on the characteristics of the language itself and the availability of pre-existing software libraries (e.g. NumPy, SciPy, PyNGL, PyNIO, MPI4Py for Python and Blitz++, Boost.Units, Boost.MPI for C++). Having in mind the limited complexity of the considered numerical problem, we present a tentative comparison of performance of the three implementations with different open source compilers including CPython and

  10. Algorithms and Programs for Strong Gravitational Lensing In Kerr Space-time Including Polarization

    Science.gov (United States)

    Chen, Bin; Kantowski, Ronald; Dai, Xinyu; Baron, Eddie; Maddumage, Prasad

    2015-05-01

    Active galactic nuclei (AGNs) and quasars are important astrophysical objects to understand. Recently, microlensing observations have constrained the size of the quasar X-ray emission region to be of the order of 10 gravitational radii of the central supermassive black hole. For distances within a few gravitational radii, light paths are strongly bent by the strong gravity field of the central black hole. If the central black hole has nonzero angular momentum (spin), then a photon’s polarization plane will be rotated by the gravitational Faraday effect. The observed X-ray flux and polarization will then be influenced significantly by the strong gravity field near the source. Consequently, linear gravitational lensing theory is inadequate for such extreme circumstances. We present simple algorithms computing the strong lensing effects of Kerr black holes, including the effects on polarization. Our algorithms are realized in a program “KERTAP” in two versions: MATLAB and Python. The key ingredients of KERTAP are a graphic user interface, a backward ray-tracing algorithm, a polarization propagator dealing with gravitational Faraday rotation, and algorithms computing observables such as flux magnification and polarization angles. Our algorithms can be easily realized in other programming languages such as FORTRAN, C, and C++. The MATLAB version of KERTAP is parallelized using the MATLAB Parallel Computing Toolbox and the Distributed Computing Server. The Python code was sped up using Cython and supports full implementation of MPI using the “mpi4py” package. As an example, we investigate the inclination angle dependence of the observed polarization and the strong lensing magnification of AGN X-ray emission. We conclude that it is possible to perform complex numerical-relativity related computations using interpreted languages such as MATLAB and Python.

  11. ALGORITHMS AND PROGRAMS FOR STRONG GRAVITATIONAL LENSING IN KERR SPACE-TIME INCLUDING POLARIZATION

    International Nuclear Information System (INIS)

    Chen, Bin; Maddumage, Prasad; Kantowski, Ronald; Dai, Xinyu; Baron, Eddie

    2015-01-01

    Active galactic nuclei (AGNs) and quasars are important astrophysical objects to understand. Recently, microlensing observations have constrained the size of the quasar X-ray emission region to be of the order of 10 gravitational radii of the central supermassive black hole. For distances within a few gravitational radii, light paths are strongly bent by the strong gravity field of the central black hole. If the central black hole has nonzero angular momentum (spin), then a photon’s polarization plane will be rotated by the gravitational Faraday effect. The observed X-ray flux and polarization will then be influenced significantly by the strong gravity field near the source. Consequently, linear gravitational lensing theory is inadequate for such extreme circumstances. We present simple algorithms computing the strong lensing effects of Kerr black holes, including the effects on polarization. Our algorithms are realized in a program “KERTAP” in two versions: MATLAB and Python. The key ingredients of KERTAP are a graphic user interface, a backward ray-tracing algorithm, a polarization propagator dealing with gravitational Faraday rotation, and algorithms computing observables such as flux magnification and polarization angles. Our algorithms can be easily realized in other programming languages such as FORTRAN, C, and C++. The MATLAB version of KERTAP is parallelized using the MATLAB Parallel Computing Toolbox and the Distributed Computing Server. The Python code was sped up using Cython and supports full implementation of MPI using the “mpi4py” package. As an example, we investigate the inclination angle dependence of the observed polarization and the strong lensing magnification of AGN X-ray emission. We conclude that it is possible to perform complex numerical-relativity related computations using interpreted languages such as MATLAB and Python

  12. 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

  13. Proceedings of the geosciences workshop

    Energy Technology Data Exchange (ETDEWEB)

    None

    1991-01-01

    The manuscripts in these proceedings represent current understanding of geologic issues associated with the Weldon Spring Site Remedial Action Project (WSSRAP). The Weldon Spring site is in St. Charles County, Missouri. The proceedings are the record of the information presented during the WSSRAP Geosciences Workshop conducted on February 21, 1991. The objective of the workshop and proceedings is to provide the public and scientific community with technical information that will facilitate a common understanding of the geology of the Weldon Spring site, of the studies that have been and will be conducted, and of the issues associated with current and planned activities at the site. This coverage of geologic topics is part of the US Department of Energy overall program to keep the public fully informed of the status of the project and to address public concerns as we clean up the site and work toward the eventual release of the property for use by this and future generations. Papers in these proceedings detail the geology and hydrology of the site. The mission of the WSSRAP derives from the US Department of Energy's Surplus Facilities Management Program. The WSSRAP will eliminate potential hazards to the public and the environment and make surplus real property available for other uses to the extent possible. This will be accomplished by conducting remedial actions which will place the quarry, the raffinate pits, the chemical plant, and the vicinity properties in a radiologically and chemically safe condition. The individual papers have been catalogued separately.

  14. 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.

  15. An easy way to obtain strong duality results in linear, linear semidefinite and linear semi-infinite programming

    NARCIS (Netherlands)

    Pop, P.C.; Still, Georg J.

    1999-01-01

    In linear programming it is known that an appropriate non-homogeneous Farkas Lemma leads to a short proof of the strong duality results for a pair of primal and dual programs. By using a corresponding generalized Farkas lemma we give a similar proof of the strong duality results for semidefinite

  16. 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

  17. 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

  18. 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

    Two-year colleges play an important role in developing a competent and creative geoscience workforce, teaching science to pre-service K-12 teachers, producing earth-science literate citizens, and providing a foundation for broadening participation in the geosciences. The Supporting and Advancing Geoscience Education in Two-Year Colleges (SAGE 2YC) project has developed web resources for geoscience faculty on the preparation and support of students in two-year colleges (2YCs). Online resources developed from two topical workshops and several national, regional, and local workshops around the country focus on two main categories: Career Preparation and Workforce Development, and Supporting Student Success in Geoscience at Two-year Colleges. The Career Preparation and Workforce Development resources were developed to help faculty make the case that careers in the geosciences provide a range of possibilities for students and to support preparation for the geoscience workforce and for transfer to four-year programs as geoscience majors. Many two-year college students are unaware of geoscience career opportunities and these materials help illuminate possible futures for them. Resources include an overview of what geoscientists do; profiles of possible careers along with the preparation necessary to qualify for them; geoscience employer perspectives about jobs and the knowledge, skills, abilities and attitudes they are looking for in their employees; employment trends in sectors of the economy that employ geoscience professionals; examples of geotechnician workforce programs (e.g. Advanced Technological Education Centers, environmental technology programs, marine technician programs); and career resources available from professional societies. The website also provides information to support student recruitment into the geosciences and facilitate student transfer to geoscience programs at four- year colleges and universities, including sections on advising support before

  19. Transforming Indigenous Geoscience Education and Research (TIGER)

    Science.gov (United States)

    Berthelote, A. R.

    2014-12-01

    American Indian tribes and tribal confed­erations exert sovereignty over about 20% of all the freshwater resources in the United States. Yet only about 30 Native American (NA) students receive bachelor's degrees in the geosci­ences each year, and few of those degrees are in the field of hydrology. To help increase the ranks of NA geoscientists,TIGER builds upon the momentum of Salish Kootenai College's newly accredited Hydrology Degree Program. It allows for the development and implementation of the first Bachelor's degree in geosciences (hydrology) at a Tribal College and University (TCU). TIGER integrates a solid educational research-based framework for retention and educational preparation of underrepresented minorities with culturally relevant curriculum and socio-cultural supports, offering a new model for STEM education of NA students. Innovative hydrology curriculum is both academically rigorous and culturally relevant with concurrent theoretical, conceptual, and applied coursework in chemical, biological, physical and managerial aspects of water resources. Educational outcomes for the program include a unique combination of competencies based on industry recognized standards (e.g., National Institute of Hydrologists), input from an experienced External Advisory Board (EAB), and competencies required for geoscientists working in critical NA watersheds, which include unique competencies, such as American Indian Water Law and sovereignty issues. TIGER represents a unique opportunity to capitalize on the investments the geoscience community has already made into broadening the participation of underrepresented minorities and developing a diverse workforce, by allowing SKC to develop a sustainable and exportable program capable of significantly increasing (by 25 to 75%) the National rate of Native American geoscience graduates.

  20. arXiv Recent results and future of the NA61/SHINE strong interactions program

    CERN Document Server

    Lysakowski, Bartosz

    2018-01-01

    NA61/SHINE is a fixed target experiment at the CERN Super-Proton- Synchrotron. The main goals of the experiment are to discover the critical point of strongly interacting matter and study the properties of the onset of deconfnement. In order to reach these goals the collaboration studies hadron production properties in nucleus-nucleus, proton-proton and proton-nucleus interactions. In this talk, recent results on particle production in p+p interactions, as well as Be+Be and Ar+Sc collisions in the SPS energy range are reviewed. The results are compared with available world data. The future of the NA61/SHINE scientifc program is also presented.

  1. Reinvesting in Geosciences at Texas A&M University in the 21st Century

    Science.gov (United States)

    Cifuentes, L. A.; Bednarz, S. W.; Miller, K. C.

    2009-12-01

    The College of Geosciences at Texas A&M University is implementing a three-prong strategy to build a strong college: 1) reinvesting in signature areas, 2) emphasizing environmental programs, and 3) nurturing a strong multi-disciplinary approach to course, program and research development. The college is home to one of the most comprehensive concentrations of geosciences students (837), faculty (107) and research scientists (32) in the country. Its departments include Atmospheric Sciences, Geography, Geology & Geophysics, and Oceanography. The college is also home to three major research centers: the Integrated Ocean Drilling Program, the Geochemical and Environmental Research Group, and the Texas Sea Grant College Program. During the 1990’s the college experienced a 20 percent loss in faculty when allocation of university funds was based primarily on student credit hour production while research expenditures were deemphasized. As part of Texas A&M University President Robert Gates’ Faculty Reinvestment and the college’s Ocean Drilling and Sustainable Earth Sciences hiring programs, 31 faculty members were hired in the college from 2004 through 2009, representing a significant investment-2.2 million in salaries and 4.6 million in start-up. Concurrent improvements to infrastructure and services important to signature programs included $3.0 million for radiogenic isotope and core imaging facilities and the hiring of a new Director of Student Recruitment. In contrast to faculty hiring in previous decades, the expectation of involvement in multi-disciplinary teaching, learning and research was emphasized during this hiring initiative. Returns on investments to date consist of growth in our environmental programs including new multidisciplinary course offerings, generation of a new research center and significant increases in student enrollment, research expenditures, and output of research and scholarly works. Challenges ahead include providing adequate staff

  2. 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.

  3. 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

  4. 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

  5. Long-term effects of the strong African American families program on youths' alcohol use.

    Science.gov (United States)

    Brody, Gene H; Chen, Yi-Fu; Kogan, Steven M; Murry, Velma McBride; Brown, Anita C

    2010-04-01

    This report extends earlier accounts by addressing the effects of the Strong African American Families (SAAF) program across 65 months. Two hypotheses were tested: (a) Rural African American youths randomly assigned to participate in SAAF would demonstrate lower rates of alcohol use than would control youths more than 5 years later, and (b) SAAF's effects on deterring the onset of alcohol use in early adolescence would carry forward to mediate the program's long-term effects. African American youths in rural Georgia (mean age at pretest = 10.8 years) were assigned randomly to the SAAF group (n = 369) or to a control group (n = 298). Past-month alcohol use was assessed at pretest and at 9, 18, 29, 53, and 65 months after pretest. SAAF participants increased their alcohol use at a slower rate than did adolescents in the control condition across the follow-up assessments. At the 65-month assessment, SAAF participants reported having drunk alcohol half as often as did youths in the control group. Consistent with the second hypothesis, SAAF's effects on deterring initiation carried forward to account for its effects on alcohol use across time. Training in protective parenting processes and self-regulatory skills during preadolescence may contribute to a self-sustaining trajectory of disinterest in and avoidance of alcohol use during adolescence when peers begin to model and sanction it. (c) 2010 APA, all rights reserved

  6. Strong Rural Communities Initiative (SRCI) program: challenges in promoting healthier lifestyles.

    Science.gov (United States)

    Ahmed, Syed M; Size, Tim; Crouse, Byron; Patterson, Leslie; Gass, Eric; Karon, Sarita L; Lund, Liz; Abert, Connie; Wergin, Amy; Hegranes, Karen; Bishop, Linda; Duffy, Sue; Jacobson, Kevin

    2011-06-01

    The Strong Rural Communities Initiative (SRCI) was created to address the health needs of rural Wisconsin communities through a multifaceted partnership that included the Medical College of Wisconsin (MCW), University of Wisconsin School of Medicine and Public Health (UWSMPH), the Rural Health Development Council (RHDC), and hospitals, public health departments, and businesses in 6 rural communities in Wisconsin. The SRCI provided a broad framework of leadership to assist each of the 6 rural communities in developing and implementing new, collaborative interventions that addressed the specific health needs of the community. Separate assessments were conducted for the communities that partnered with each respective medical school and focused on the processes of community collaboration and partnership function. Assessment approaches included formative and outcome evaluation. Each community independently reported positive outcomes associated with the partnership process and various aspects of community collaboration, including the successes and health impacts of the workplace wellness programs implemented. Assessment data also revealed challenges related to conducting effective community-academic partnerships. The SRCI was established to execute statewide programs in rural communities with the goal to improve the health of people living in those communities. We have gained applicable knowledge regarding the types of challenges that exist in establishing a rural-based community research network between academic partners and community leaders.

  7. Accessible Geoscience - Digital Fieldwork

    Science.gov (United States)

    Meara, Rhian

    2017-04-01

    Accessible Geoscience is a developing field of pedagogic research aimed at widening participation in Geography, Earth and Environmental Science (GEES) subjects. These subjects are often less commonly associated with disabilities, ethnic minorities, low income socio-economic groups and females. While advancements and improvements have been made in the inclusivity of these subject areas in recent years, access and participation of disabled students remains low. While universities are legally obligated to provide reasonable adjustments to ensure accessibility, the assumed incompatibility of GEES subjects and disability often deters students from applying to study these courses at a university level. Instead of making reasonable adjustments if and when they are needed, universities should be aiming to develop teaching materials, spaces and opportunities which are accessible to all, which in turn will allow all groups to participate in the GEES subjects. With this in mind, the Swansea Geography Department wish to enhance the accessibility of our undergraduate degree by developing digital field work opportunities. In the first instance, we intend to digitise three afternoon excursions which are run as part of a 1st year undergraduate module. Each of the field trips will be digitized into English- and Welsh-medium formats. In addition, each field trip will be digitized into British Sign Language (BSL) to allow for accessibility for D/deaf and hard of hearing students. Subtitles will also be made available in each version. While the main focus of this work is to provide accessible fieldwork opportunities for students with disabilities, this work also has additional benefits. Students within the Geography Department will be able to revisit the field trips, to revise and complete associated coursework. The use of digitized field work should not replace opportunities for real field work, but its use by the full cohort of students will begin to "normalize" accessible field

  8. Some Strategies From SOARS for Broadening Participation in the Geosciences

    Science.gov (United States)

    Haacker-Santos, R.; Pandya, R.; Calhoun, A.

    2006-12-01

    The mission of SOARS® is to broaden participation in the geosciences by increasing the number of Black or African-American, American Indian or Alaska Native, Hispanic or Latino, female, and first-generation college students who enroll and succeed in graduate school in the atmospheric and related sciences. This mission contributes to national goals of developing a diverse, internationally competitive, and globally engaged workforce of scientists and engineers. SOARS is a multiyear undergraduate-to-graduate bridge program that uses three strategies: a strong learning community, a multidimensional mentoring program, and experience in research. Our presentation will describe SOARS' strategies in more detail, with an eye toward how such strategies might be adapted for other programs. To do this, we will draw upon recent research that documents how these strategies can be successfully implemented, including: - A survey of over 124 higher-education based STEM programs - A workshop report from the American Chemical Society emphasizing cooperation between industry and academia - An independent ethnographic study of the Significant Opportunities in Atmospheric and Related Science (SOARS®) program, administered by the University Corporation for Atmospheric Research (UCAR) In the 11 years since SOARS' founding, 104 students have participated in the program. Of those participants, 16 are still enrolled as undergraduates, and 60 have gone on to purse graduate school in STEM. Overall, this represents a success rate 91%. Of the 35 SOARS participants who have entered the workforce, 26 are in STEM related disciplines. Four SOARS participants have already earned their PhD, and additional 17 are in PhD programs. Seventeen protégés have earned Master's and entered the workforce, and 17 more protégés are enrolled in Master's programs.

  9. 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.

  10. 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...

  11. Recruiting and Supporting Diverse Geoscience and Environmental Science Students

    Science.gov (United States)

    Doser, Diane I.; Manduca, Cathy; Rhodes, Dallas

    2014-08-01

    Producing a workforce that will be successful in meeting global environmental and resource challenges requires that we attract diverse students into the geosciences, support them fully in our programs, and assist them as they move into the profession. However, geoscience has the lowest ethnic and racial diversity of any of the science, technology, engineering, and mathematics (STEM) disciplines (National Science Foundation (NSF), "Women, Minorities, and Persons with Disabilities in Science and Engineering," http://www.nsf.gov/statistics/wmpd/2013/start.cfm) and is often viewed as a difficult choice for students with physical disabilities.

  12. Postabortion Care: 20 Years of Strong Evidence on Emergency Treatment, Family Planning, and Other Programming Components.

    Science.gov (United States)

    Huber, Douglas; Curtis, Carolyn; Irani, Laili; Pappa, Sara; Arrington, Lauren

    2016-09-28

    Worldwide 75 million women need postabortion care (PAC) services each year following safe or unsafe induced abortions and miscarriages. We reviewed more than 550 studies on PAC published between 1994 and 2013 in the peer-reviewed and gray literature, covering emergency treatment, postabortion family planning, organization of services, and related topics that impact practices and health outcomes, particularly in the Global South. In this article, we present findings from studies with strong evidence that have major implications for programs and practice. For example, vacuum aspiration reduced morbidity, costs, and time in comparison to sharp curettage. Misoprostol 400 mcg sublingually or 600 mcg orally achieved 89% to 99% complete evacuation rates within 2 weeks in multiple studies and was comparable in effectiveness, safety, and acceptability to manual vacuum aspiration. Misoprostol was safely introduced in several PAC programs through mid-level providers, extending services to secondary hospitals and primary health centers. In multiple studies, postabortion family planning uptake before discharge increased by 30-70 percentage points within 1-3 years of strengthening postabortion family planning services; in some cases, increases up to 60 percentage points in 4 months were achieved. Immediate postabortion contraceptive acceptance increased on average from 32% before the interventions to 69% post-intervention. Several studies found that women receiving immediate postabortion intrauterine devices and implants had fewer unintended pregnancies and repeat abortions than those who were offered delayed insertions. Postabortion family planning is endorsed by the professional organizations of obstetricians/gynecologists, midwives, and nurses as a standard of practice; major donors agree, and governments should be encouraged to provide universal access to postabortion family planning. Important program recommendations include offering all postabortion women family planning

  13. 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.

  14. 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.

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

    Science.gov (United States)

    Blake, R.; Liou-Mark, J.

    2012-12-01

    An acute STEM crisis exists nationally, and the problem is even more dire among the geosciences. Since about the middle of the last century, fewer undergraduate and graduate degrees have been granted in the geosciences than in any other STEM fields. To help in ameliorating this geoscience plight, particularly from among members of racial and ethnic groups that are underrepresented in STEM fields, the New York City College of Technology (City Tech) launched a vibrant geoscience program and convened a community of STEM students who are interested in learning about the geosciences. This program creates and introduces geoscience knowledge and opportunities to a diverse undergraduate student population that was never before exposed to geoscience courses at City Tech. This geoscience project is funded by the NSF OEDG program, and it brings awareness, knowledge, and geoscience opportunities to City Tech's students in a variety of ways. Firstly, two new geoscience courses have been created and introduced. One course is on Environmental Remote Sensing, and the other course is an Introduction to the Physics of Natural Disasters. The Remote Sensing course highlights the physical and mathematical principles underlying remote sensing techniques. It covers the radiative transfer equation, atmospheric sounding techniques, interferometric and lidar systems, and an introduction to image processing. Guest lecturers are invited to present their expertise on various geoscience topics. These sessions are open to all City Tech students, not just to those students who enroll in the course. The Introduction to the Physics of Natural Disasters course is expected to be offered in Spring 2013. This highly relevant, fundamental course will be open to all students, especially to non-science majors. The course focuses on natural disasters, the processes that control them, and their devastating impacts to human life and structures. Students will be introduced to the nature, causes, risks

  16. Recruiting and retaining geoscience students at a large public university: Balancing the needs of first-time freshman and upper-division transfer students

    Science.gov (United States)

    Bowman, D. D.; Clemens-Knott, D.

    2012-12-01

    The Department of Geological Sciences at California State University, Fullerton (CSUF) is one of the largest geology programs in the state. Approximately 4,000 students at CSUF take general education geology classes; this provides a large pool from which to recruit undergraduate students for either the Geology B.S. or Earth Sciences B.A. offered by the department. The department has seen a dramatic increase in majors over the last decade, from a low of 28 majors in 2002 to more than 110 in 2012. This increase does not appear to be driven by growth in the oil industry; in a recent survey of CSUF geoscience (BS or BA) students, 15% of respondents indicated an interest in a career in petroleum. The department has engaged in aggressive recruitment and outreach efforts over the last decade, with activities ranging from earthquake preparedness rallies in conjunction with the annual California ShakeOut, to an emerging high school and community college intern program at the department's paleontology curation facility. Despite these efforts, the majority of CSUF geoscience students declared the geology major after taking an introductory physical geology course either at CSUF or a local community college. Over the last ten years, approximately 50% of the geoscience majors at CSUF transferred from a community college. Among the geoscience students who began their career at CSUF, only one third had declared a geoscience major in their freshman year. Over two thirds of geoscience majors at CSUF declared their major after completing more than 60 units. The strong tendency for students to declare a geoscience major late in their career poses significant challenges to students' ability to graduate in a timely manner. To mitigate this problem, the department has an aggressive advising program, wherein students attend mandatory advising with a faculty member every semester. The department is also working closely with community college partners to improve the preparation of transfer

  17. 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.

  18. The Geosciences Institute for Research and Education: Bringing awareness of the geosciences to minorities in Detroit MI

    Science.gov (United States)

    Nalepa, N. A.; Murray, K. S.; Napieralski, J. A.

    2009-12-01

    According to recent studies, more than 40% of students within the Detroit Public Schools (DPS) drop out and only 21% graduate within 4 years. In an attempt to improve these statistics, The Geosciences Institute for Research and Education was developed by the University of Michigan-Dearborn (UM-D) and funded by two grants from the National Science Foundation’s (NSF) OEDG Program. The Geosciences Institute, a collaboration between the UM-D, DPS, and local corporations, aims to generate awareness of the geosciences to middle school students, facilitate an enthusiastic learning environment, encourage underrepresented minorities to stay in school, and consider the geosciences as a viable career option. This is accomplished by involving their teachers, UM-D faculty and students, and local geoscience professionals in community-based research problems relevant to SE Michigan. Students use the geosciences as a tool in which they are actively participating in research that is in their backyards. Through a mixture of field trips, participation, and demonstrational activities the students become aware of local environmental and social problems and how a background in the geosciences can prepare them. As part of the Geosciences Institute, students participate in three ongoing research projects with UM-D faculty: (1) build, install, and monitor groundwater wells along the Lower Rouge River, (2) collect soil samples from and mapping brownfields in SW Detroit, and (3) learn basic GPS and GIS skills to map local natural resources. The students also work with faculty on creating video diaries that record ideas, experiences, and impressions throughout the Institute, including during fieldtrips, modules, research, and editing. Finally, small teams of students collaborate to design and print a poster that summarizes their experience in the Institute. The Geosciences Institute concludes with a ceremony that celebrates student efforts (posters and videos) and involves school

  19. Geoscience Education Research: The Role of Collaborations with Education Researchers and Cognitive Scientists

    Science.gov (United States)

    Manduca, C. A.; Mogk, D. W.; Kastens, K. A.; Tikoff, B.; Shipley, T. F.; Ormand, C. J.; Mcconnell, D. A.

    2011-12-01

    problem, to make collaborative decisions, and to collectively problem solve. The development of this shared understanding is a primary result of the past decade of work. It has been developed through geoscience hosted events like the On the Cutting Edge emerging theme workshops and the Synthesis of Research on Thinking and Learning in the Geosciences project, complementary events in cognitive science and education that include geoscientists like the Gordon Conferences on Visualization in Science & Education or the Spatial Cognition conference series, and the interactions within and among geoscience education research projects like the Spatial Intelligence and Learning Center, the GARNET project, and many others. With this common ground in place, effective collaborations that bring together deep knowledge of psychology and brain function, of educational design and testing, and of time tested learning goals, teaching methods, and measures of success can flourish. A strong and accelerating research field has emerged that spans from work on basic cognitive skills important in geoscience, to studies of specific teaching strategies.

  20. 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

  1. Developing A Large-Scale, Collaborative, Productive Geoscience Education Network

    Science.gov (United States)

    Manduca, C. A.; Bralower, T. J.; Egger, A. E.; Fox, S.; Ledley, T. S.; Macdonald, H.; Mcconnell, D. A.; Mogk, D. W.; Tewksbury, B. J.

    2012-12-01

    Over the past 15 years, the geoscience education community has grown substantially and developed broad and deep capacity for collaboration and dissemination of ideas. While this community is best viewed as emergent from complex interactions among changing educational needs and opportunities, we highlight the role of several large projects in the development of a network within this community. In the 1990s, three NSF projects came together to build a robust web infrastructure to support the production and dissemination of on-line resources: On The Cutting Edge (OTCE), Earth Exploration Toolbook, and Starting Point: Teaching Introductory Geoscience. Along with the contemporaneous Digital Library for Earth System Education, these projects engaged geoscience educators nationwide in exploring professional development experiences that produced lasting on-line resources, collaborative authoring of resources, and models for web-based support for geoscience teaching. As a result, a culture developed in the 2000s in which geoscience educators anticipated that resources for geoscience teaching would be shared broadly and that collaborative authoring would be productive and engaging. By this time, a diverse set of examples demonstrated the power of the web infrastructure in supporting collaboration, dissemination and professional development . Building on this foundation, more recent work has expanded both the size of the network and the scope of its work. Many large research projects initiated collaborations to disseminate resources supporting educational use of their data. Research results from the rapidly expanding geoscience education research community were integrated into the Pedagogies in Action website and OTCE. Projects engaged faculty across the nation in large-scale data collection and educational research. The Climate Literacy and Energy Awareness Network and OTCE engaged community members in reviewing the expanding body of on-line resources. Building Strong

  2. Starting Strong: A School-Based Indicated Prevention Program during the Transition to Kindergarten

    Science.gov (United States)

    Eisenhower, Abbey; Taylor, Heather; Baker, Bruce L.

    2016-01-01

    Starting Strong in Kindergarten (Starting Strong) is a school-based indicated prevention targeting behavior problems, student-teacher relationships, and parent-school connectedness for children with or at risk for disruptive behavior problems during the transition to kindergarten. By use of a block-randomized, controlled trial to test program…

  3. The American Geological Institute Minority Participation Program

    Science.gov (United States)

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

    2001-12-01

    geosciences. AGI maintains strong links to its 37 professional Member Societies, state and federal agencies, and funding programs, many with distinctive programs in the geoscience education. AGI Corporate Associates have consistently pledged to support diversity issues in geoscience education. Current plans include seeking funding for 48 undergraduate awards at 2500 each and 24,000 to support undergraduate travel to professional meetings. We also expect to increase the size of our graduate scholarship program to 30 students and raise an additional $30,000 to support graduate travel to professional meetings.

  4. 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

  5. Advising and Curriculum Changes Improve Retention and Graduation of Geoscience Majors

    Science.gov (United States)

    Viskupic, K. M.

    2012-12-01

    In the fall of 2008, the sophomore-level undergraduate geoscience curriculum at Boise State University was revised to introduce a "sophomore core" of three 200-level courses, one in each of the three major disciplines (geology, hydrology, geophysics) represented in our degree programs. The sophomore core is intended to give students an advanced introduction to each discipline to help their self-assessment of interests while teaching fundamental concepts and skills. An emphasis is placed on the integration of information and techniques from different geoscience fields related to the theme of each course (for example, the evolution of the western Snake River Plain in the geology core course). The sophomore core is also intended to help students transition between the university-serving 100-level introductory geoscience courses and the 300-level subdiscipline-specific courses. Prior to this curriculum change, students interested in the geosciences after taking a 100-level class would enroll in field methods, mineralogy, or geomorphology. Leading up to the introduction of the sophomore core, during the 2007-2008 school year, the department of geosciences established a central advising office. Prior to the establishment of this office, geoscience majors were assigned arbitrarily to faculty throughout the department for advising purposes, although students are not required to meet with an advisor. Having a single primary advisor for all geoscience majors has helped to ensure quality and consistency of advising and provide an easy to identify point-of-contact for students. Together, the changes in curriculum and advising structure were expected to improve the retention and graduation of undergraduate geoscience majors by providing engaging, thematic course work that would establish the importance and relevance of subdisciplines within the geosciences, and by proving resources to guide students through the necessary steps and decisions needed to complete their degrees. To

  6. 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

  7. 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

  8. 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.

  9. Quantitative Literacy: Geosciences and Beyond

    Science.gov (United States)

    Richardson, R. M.; McCallum, W. G.

    2002-12-01

    Quantitative literacy seems like such a natural for the geosciences, right? The field has gone from its origin as a largely descriptive discipline to one where it is hard to imagine failing to bring a full range of mathematical tools to the solution of geological problems. Although there are many definitions of quantitative literacy, we have proposed one that is analogous to the UNESCO definition of conventional literacy: "A quantitatively literate person is one who, with understanding, can both read and represent quantitative information arising in his or her everyday life." Central to this definition is the concept that a curriculum for quantitative literacy must go beyond the basic ability to "read and write" mathematics and develop conceptual understanding. It is also critical that a curriculum for quantitative literacy be engaged with a context, be it everyday life, humanities, geoscience or other sciences, business, engineering, or technology. Thus, our definition works both within and outside the sciences. What role do geoscience faculty have in helping students become quantitatively literate? Is it our role, or that of the mathematicians? How does quantitative literacy vary between different scientific and engineering fields? Or between science and nonscience fields? We will argue that successful quantitative literacy curricula must be an across-the-curriculum responsibility. We will share examples of how quantitative literacy can be developed within a geoscience curriculum, beginning with introductory classes for nonmajors (using the Mauna Loa CO2 data set) through graduate courses in inverse theory (using singular value decomposition). We will highlight six approaches to across-the curriculum efforts from national models: collaboration between mathematics and other faculty; gateway testing; intensive instructional support; workshops for nonmathematics faculty; quantitative reasoning requirement; and individual initiative by nonmathematics faculty.

  10. A Volunteer Program for Abnormal Psychology Students: Eighteen Years and Still Going Strong.

    Science.gov (United States)

    Scogin, Forrest; Rickard, Henry C.

    1987-01-01

    A volunteer experience in abnormal psychology is described. The program has been operating for 18 years, and student reactions have been quite positive. The program augments the traditional course offerings and provides reciprocal service for the University of Alabama and mental health facilities. Guidelines for implementing a volunteer program…

  11. Spatiotemporal Thinking in the Geosciences

    Science.gov (United States)

    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.

  12. 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

  13. Geoscience Workforce Development at UNAVCO: Building a Continuous Support Structure for Student Success

    Science.gov (United States)

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

    2014-12-01

    Developing confident, capable geoscientists from a diverse array of backgrounds requires, among many variables, the development of confident, capable mentors to help guide and support students along the path to professional positions. The geosciences are lagging behind other STEM fields in increasing the diversity of participants, and shifting the perspectives of those both inside and outside of the field requires intentional attention to ensuring undergraduate success. UNAVCO, Inc. is well-situated to both prepare undergraduate students for placement in geoscience technical positions and advanced graduate study and to provide mentoring resources for faculty engaged in supporting undergraduates from diverse backgrounds. UNAVCO is a university-governed consortium facilitating research and education in the geosciences. For the past 10 years, UNAVCO has managed 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 the geosciences, whether continuing academic studies or moving into the workforce. Beginning in 2014, UNAVCO will add a second internship program to its portfolio. Leading Undergraduates in Challenges to Power Academic Development in the Geosciences (LAUNCHPAD) is aimed at involving two-year college students and lower-division undergraduates in projects that prepare them for independent research opportunities at UNAVCO and with other REU programs. LAUNCHPAD will assist early-academic career students in understanding and developing the skills necessary to transition to undergraduate research programs or to prepare for positions in the geoscience technical workforce. In order to ensure a continued student support structure, UNAVCO will host and run a two-day institute, the Faculty Institute for RESESS Mentoring

  14. 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

  15. The Effects of Building Strong Families: A Healthy Marriage and Relationship Skills Education Program for Unmarried Parents

    Science.gov (United States)

    Wood, Robert G.; McConnell, Sheena; Moore, Quinn; Clarkwest, Andrew; Hsueh, JoAnn

    2012-01-01

    This article examines the impacts of Building Strong Families, a healthy marriage and relationship skills education program serving unmarried parents who were expecting or had recently had a baby. Based on a random assignment research design, the analysis uses survey data from more than 4,700 couples across eight research sites to estimate program…

  16. 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

  17. History of the recognition of organic geochemistry in geoscience

    Science.gov (United States)

    Kvenvolden, K.A.

    2002-01-01

    The discipline of organic geochemistry is an outgrowth of the application of the principles and methods of organic chemistry to sedimentary geology. Its origin goes back to the last part of the nineteenth century and the first part of the twentieth century concurrent with the evolution of the applied discipline of petroleum geochemistry. In fact, organic geochemistry was strongly influenced by developments in petroleum geochemistry. Now, however, organic geochemistry is considered an umbrella geoscience discipline of which petroleum geochemistry is an important component.

  18. Designing a road map for geoscience workflows

    Science.gov (United States)

    Duffy, Christopher; Gil, Yolanda; Deelman, Ewa; Marru, Suresh; Pierce, Marlon; Demir, Ibrahim; Wiener, Gerry

    2012-06-01

    Advances in geoscience research and discovery are fundamentally tied to data and computation, but formal strategies for managing the diversity of models and data resources in the Earth sciences have not yet been resolved or fully appreciated. The U.S. National Science Foundation (NSF) EarthCube initiative (http://earthcube.ning.com), which aims to support community-guided cyberinfrastructure to integrate data and information across the geosciences, recently funded four community development activities: Geoscience Workflows; Semantics and Ontologies; Data Discovery, Mining, and Integration; and Governance. The Geoscience Workflows working group, with broad participation from the geosciences, cyberinfrastructure, and other relevant communities, is formulating a workflows road map (http://sites.google.com/site/earthcubeworkflow/). The Geoscience Workflows team coordinates with each of the other community development groups given their direct relevance to workflows. Semantics and ontologies are mechanisms for describing workflows and the data they process.

  19. Geoscience terminology for data interchange

    Science.gov (United States)

    Richard, Stephen

    2013-04-01

    Workgroups formed by the Commission for the Management and Application of Geoscience Information (CGI), a Commission of the International Union of Geological Sciences (IUGS) have been developing vocabulary resources to promote geoscience information exchange. The Multilingual Thesaurus Working Group (MLT) was formed in 2003 to continue work of the Multhes working group of the 1990s. The Concept Definition Task Group was formed by the CGI Interoperability Working Group in 2007 to develop concept vocabularies for populating GeoSciML interchange documents. The CGI council has determined that it will be more efficient and effective to merge the efforts of these groups and has formed a new Geoscience Terminology Working Group (GTWG, http://www.cgi-iugs.org/tech_collaboration/geoscience_terminology_working_group.html). Each GTWG member will be expected to shepherd one or more vocabularies. There are currently 31 vocabularies in the CGI portfolio, developed for GeoSciML interchange documents (e.g. see http://resource.geosciml.org/ 201202/). Vocabulary development in both groups has been conducted first by gathering candidate terms in Excel spreadsheets because these are easy for text editing and review. When the vocabulary is mature, it is migrated into SKOS, an RDF application for encoding concepts with identifiers, definitions, source information, standard thesaurus type relationships, and language-localized labels. Currently there are 30 vocabularies still required for GeoSciML v3, and 38 proposed vocabularies for use with EarthResourceML (https://www.seegrid.csiro.au/wiki/CGIModel/EarthResourceML). In addition, a project to develop a lithogenetic map unit vocabulary to use for regional geologic map integration using OGC web map services is underway. Considerable work remains to be done to integrate multilingual geoscience terms developed by the MLT Working Group with existing CGI vocabularies to provide multilingual support, and to make the thesaurus compiled by the

  20. 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

  1. Partnership to Enhance Diversity in Marine Geosciences: Holocene Climate and Anthorpogenic Changes from Long Island Sound, NY

    Science.gov (United States)

    McHugh, C. M.; Cormier, M.; Marchese, P.; Zheng, Y.; Kohfeld, K.

    2006-12-01

    This NSF-funded program developed an oceanographic field experience coupled to a strong curriculum and one-on-one mentoring of individual research projects, as a means to increase diversity in the geosciences. The working hypothesis is that New York City students will be attracted to geosciences through an integrated field and research experience that familiarizes them with their environment. As part of this program, multidisciplinary investigations of Long Island Sound were conducted from the R/V Hugh Sharp, part of the University-National Oceanographic Laboratory System (UNOLS) fleet, for one-week during June 2006. Nine students from underrepresented groups in the geosciences (native Americans, Hispanics, and African- Americans) and five investigators from various institutions specializing in marine geophysics, geology, geochemistry, biology, and physical oceanography participate in this project. The expedition introduced the students to a variety of oceanographic techniques, including multibeam bathymetric mapping, high-resolution subbottom profiling, side scan sonar, sediment, water, and biological sampling, and current profiling. The collected dataset is now analyzed by the students to extract the late Quaternary history of Long Island Sound and to assess the impact of anthropogenic activities in the sediments, waters, and ecosystems. 85 % of the student participants have declared either a geoscience and/or environmental science major with concentrations in biology and geosciences. Recruiting for the program relied on partnerships with: 1) Alliance for Minority Participation (AMP) Program of the City University of New York (CUNY). A program supported by the National Science Foundation and in which Queens College (QC) and CUNY participate; 2) the Search for Education, Elevation, and Knowledge Program (SEEK) in place at Queens College. A program designed to provide educational opportunities for academically motivated students who need substantial financial

  2. Strong Military Families Program: A Multifamily Group Approach to Strengthening Family Resilience

    Science.gov (United States)

    Rosenblum, Kate; Muzik, Maria; Waddell, Rachel; Thompson, Stephanie; Rosenberg, Lauren; Masini, Gabriella; Smith, Karen

    2015-01-01

    Military families frequently display remarkable resilience in the face of significant challenges, and yet deployment and parental separation are significant stressors for parents, particularly those with infants and young children. The Strong Military Families preventive intervention is a multifamily parenting and self-care skills group that aims…

  3. Long-Term Body Weight Maintenance among StrongWomen–Healthy Hearts Program Participants

    Directory of Open Access Journals (Sweden)

    Rebecca A. Seguin

    2017-01-01

    Full Text Available Background. The repeated loss and regain of body weight, referred to as weight cycling, may be associated with negative health complications. Given today’s obesity epidemic and related interventions to address obesity, it is increasingly important to understand contexts and factors associated with weight loss maintenance. This study examined BMI among individuals who had previously participated in a 12-week, evidence-based, nationally disseminated nutrition and physical activity program designed for overweight and obese middle-aged and older women. Methods. Data were collected using follow-up surveys. Complete height and weight data were available for baseline, 12-week program completion (post-program and follow-up (approximately 3 years later for 154 women (response rate = 27.5%; BMI characteristics did not differ between responders and nonresponders. Results. Mean BMI decreased significantly from baseline to post-program (−0.5, P<0.001 and post-program to follow-up (−0.7, P<0.001. Seventy-five percent of survey respondents maintained or decreased BMI post-program to follow-up. Self-efficacy and social support for healthy eating behaviors (but not physical activity were associated with BMI maintenance or additional weight loss. Conclusions. These findings support the durability of weight loss following participation in a relatively short-term intervention.

  4. 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

  5. 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.

  6. 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.

  7. Developing Short-Term Indicators of Recruitment and Retention in the Geosciences

    Science.gov (United States)

    Fuhrman, M.; Gonzalez, R.; Levine, R.

    2004-12-01

    The NSF Opportunities for Enhancing Diversity in the Geosciences (OEDG) program awards grants to projects that are intended to increase participation in geoscience careers by members of groups that have been traditionally underrepresented in the geosciences. OEDG grantee projects use a variety of strategies intended to influence the attitudes, beliefs, and behaviors of underrepresented students at levels from K-12 to graduate school. The ultimate criterion for assessing the success of a project is the number of underrepresented minority students who become geoscientists (and who would not have otherwise become geoscientists). For most projects this criterion can only be observed in the distant future. In order to develop shorter-term indicators of program success, researchers at AIR developed a conceptual framework based on a review of the literature and discussion with geoscientists. This model allowed us to identify an extensive, but not fully comprehensive, set of indicators. There are undoubtedly other potential indicators of recruitment and retention in the geosciences. The research literature reviewed was a general literature, dealing with science, technology, engineering, and/or mathematics (STEM) college major or career choice by individuals who are underrepresented group members, so the model is based on indicators of retention in a general STEM career path rather than a specific geoscience path. Nonetheless, it is our belief that retention in STEM is critical for retention in geoscience. In the past year, AIR staff have conducted a critical incident study to further refine this model. This study focused on factors unique to the geosciences. The goal was to learn about behaviors that encouraged or discouraged someone from becoming a geoscientist, where individual behaviors are termed as "incidents." The preliminary data, the impact of this pilot study on the model, and the revised model will be presented. Some examples of behaviors our study found that

  8. 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.

  9. Building Strong Bonds with Program Sponsors--Public Relations Ideas To Make It Happen.

    Science.gov (United States)

    Stephens, Karen

    2003-01-01

    Lists public relations strategies for child care center directors seeking to cultivate relationships with their program sponsors. Suggests ways to identify a public relations message, make the sponsor part of the child care family, become part of the sponsor's family, give public recognition, and share the children's accomplishments. (JPB)

  10. Geoscience Academic Provenance: A Comparison of Undergraduate Students' Pathways to Faculty Pathways

    Science.gov (United States)

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

    2012-12-01

    Most Science, Technology, Engineering and Mathematics (STEM) disciplines have a direct recruiting method of high school science courses to supply their undergraduate majors. However, recruitment and retention of students into geoscience academic programs, who will be the future workforce, remains an important issue. The geoscience community is reaching a critical point in its ability to supply enough geoscientists to meet the current and near-future demand. Previous work done by Houlton (2010) determined that undergraduate geoscience majors follow distinct pathways when pursuing their degree and career. These pathways are comprised of students' interests, experiences, goals and career aspirations, which are depicted in six pathway steps. Three population groups were determined from the original 17 participants, which exhibited differences in pathway trajectories. Continued data collection efforts developed and refined the pathway framework. As part of an informal workshop activity, data were collected from 27 participants who are underrepresented minority early-career and future faculty in the geosciences. In addition, 20 geoscience departments' Heads and Chairs participated in an online survey about their pathway trajectories. Pathways were determined from each of these new sample populations and compared against the original geoscience undergraduate student participants. Several pathway components consistently spanned across sample populations. Identification of these themes have illuminated broad geoscience-related interests, experiences and aspirations that can be used to broadly impact recruitment and retention initiatives for our discipline. Furthermore, fundamental differences between participants' ages, stages in career and racial/ethnic backgrounds have exhibited subtle nuances in their geoscience pathway trajectories. In particular, those who've had research experiences, who think "creativity" is an important aspect of a geoscience career and those who

  11. 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

    There is growing international consensus on addressing the challenges to cyber(e)-infrastructure for the geosciences. These challenges include: Creating common standards and protocols; Engaging the vast number of distributed data resources; Establishing practices for recognition of and respect for intellectual property; Developing simple data and resource discovery and access systems; Building mechanisms to encourage development of web service tools and workflows for data analysis; Brokering the diverse disciplinary service buses; Creating sustainable business models for maintenance and evolution of information resources; Integrating the data management life-cycle into the practice of science. Efforts around the world are converging towards de facto creation of an integrated global digital data network for the geosciences based on common standards and protocols for data discovery and access, and a shared vision of distributed, web-based, open source interoperable data access and integration. Commonalities include use of Open Geospatial Consortium (OGC) and ISO specifications and standardized data interchange mechanisms. For multidisciplinarity, mediation, adaptation, and profiling services have been successfully introduced to leverage the geosciences standards which are commonly used by the different geoscience communities -introducing a brokering approach which extends the basic SOA archetype. Principal challenges are less technical than cultural, social, and organizational. Before we can make data interoperable, we must make people interoperable. These challenges are being met by increased coordination of development activities (technical, organizational, social) among leaders and practitioners in national and international efforts across the geosciences to foster commonalities across disparate networks. In doing so, we will 1) leverage and share resources, and developments, 2) facilitate and enhance emerging technical and structural advances, 3) promote

  12. A note on the relation between strong and M-stationarity for a class of mathematical programs with equilibrium constraints

    Czech Academy of Sciences Publication Activity Database

    Outrata, Jiří; Henrion, R.; Surowiec, T.

    2010-01-01

    Roč. 46, č. 3 (2010), s. 423-434 ISSN 0023-5954 R&D Projects: GA AV ČR IAA100750802 Institutional research plan: CEZ:AV0Z10750506 Keywords : mathematical programs with equilibrium constraints * S-stationary points * M-stationary points * Frechet normal cone * limiting normal cone Subject RIV: BA - General Mathematics Impact factor: 0.461, year: 2010 http://library.utia.cas.cz/separaty/2010/MTR/outrata-a note on the relation between strong and m-stationarity for a class of mathematical programs with equilibrium constraints.pdf

  13. Safe-Taipei a Program Project for Strong Motions, Active Faults, and Earthquakes in the Taipei Metropolitan Area

    Science.gov (United States)

    Wang, Jeen-Hwa

    Strong collision between the Eurasian and Philippine Sea Plates causes high seismicity in the Taiwan region, which is often attacked by large earthquakes. Several cities, including three mega-cities, i.e., Taipei, Taichung, and Kaoshung, have been constructed on western Taiwan, where is lying on thick sediments. These cities, with a high-population density, are usually a regional center of culture, economics, and politics. Historically, larger-sized earthquakes, e.g. the 1935 Hsingchu—Taichung earthquake and the 1999 Chi—Chi earthquake, often caused serious damage on the cities. Hence, urban seismology must be one of the main subjects of Taiwan's seismological community. Since 2005, a program project, sponsored by Academia Sinica, has been launched to investigate seismological problems in the Taipei Metropolitan Area. This program project is performed during the 2005—2007 period. The core research subjects are: (1) the deployment of the Taipei Down-hole Seismic Array; (2) the properties of earthquakes and active faults in the area; (3) the seismogenic-zone structures, including the 3-D velocity and Q structures, of the area; (4) the characteristics of strong-motions and sites affects; and (5) strong-motion prediction. In addition to academic goals, the results obtained from the program project will be useful for seismic hazard mitigation not only for the area but also for others.

  14. Automatic Creation of Machine Learning Workflows with Strongly Typed Genetic Programming

    Czech Academy of Sciences Publication Activity Database

    Křen, T.; Pilát, M.; Neruda, Roman

    2017-01-01

    Roč. 26, č. 5 (2017), č. článku 1760020. ISSN 0218-2130 R&D Projects: GA ČR GA15-19877S Grant - others:GA MŠk(CZ) LM2015042 Institutional support: RVO:67985807 Keywords : genetic programming * machine learning workflows * asynchronous evolutionary algorithm Subject RIV: IN - Informatics, Computer Science OBOR OECD: Computer sciences, information science, bioinformathics (hardware development to be 2.2, social aspect to be 5.8) Impact factor: 0.778, year: 2016

  15. 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.

  16. 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

  17. 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.

  18. 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

  19. 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

  20. 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.

  1. 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.

  2. Attracting Urban Minority Students to Geosciences through Exposure to Careers and Applied Aspects in Newark, NJ

    Science.gov (United States)

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

    2014-12-01

    A solid pipeline of URM students into the Geosciences has been established in Newark, NJ by introducing them to applied opportunities. Prior to an OEDG program designed to engage URM students, there were no students from or near Newark interested in pursuing geosciences at Rutgers-Newark or Essex Community College, the two local urban campuses. By infusing activities that showed the applied aspects of geoscience and opportunities for careers into regular high school lesson plans, a significant number of students became interested. These students were recruited into a 4-week modular summer institute that focused on energy, mining resources, environment and surface processes. About 90 students per year attended the institute which included 2 local field trips per week, presentations by industry professionals, activities that placed academic subjects into career perspective and a research project that directly affected the well-being of the students and their families. The most interested dozen of the 90 students were invited to participate in a high profile applied project that received significant media coverage, further enhancing their impression of the importance of geosciences. Previous graduates of the program were employed as assistants in subsequent programs to recycle the experience and enthusiasm. This had a positive effect on the persistence of the assistants who viewed themselves as role models to the younger students. The results are burgeoning numbers of URM geoscience majors at Rutgers, offering of geoscience for the first time in 30 years at Essex Community College as well as a new 2+2 geoscience track and several dual-credit courses at local high schools. An important aspect of this pathway or pipeline is that students must be able to clearly see the next step and their role in it. They are very tentative in this essentially pioneering pursuit. If they don't get a sense of a welcoming community and an ultimate career outcome, they quickly lose

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

    Science.gov (United States)

    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

  4. The deaf strong hospital program: a model of diversity and inclusion training for first-year medical students.

    Science.gov (United States)

    Thew, Denise; Smith, Scott R; Chang, Christopher; Starr, Matt

    2012-11-01

    Recent research indicates that the cultural competence training students receive during medical school might not adequately address the issues that arise when caring for patients of different cultures. Because of their unique communication, linguistic, and cultural issues, incorporating deaf people who use sign language into cultural competence education at medical schools might help to bridge this gap in cross-cultural education. The Deaf Strong Hospital (DSH) program at the University of Rochester School of Medicine and Dentistry, started in 1998, exposes first-year medical students to the issues that are relevant to providing effective patient care and to establishing multicultural sensitivity early in their medical education. Because medical students better acquire cross-cultural competence through hands-on experience rather than through lectures, the DSH program, which includes a role-reversal exercise in which medical students play the role of the patients, provides such a model for other medical schools and health care training centers to use in teaching future health care providers how to address the relevant cultural, linguistic, and communication needs of both their deaf patients and their non-English-speaking patients. This article describes the DSH program curriculum, shares findings from both medical students' short-term and long-term postprogram evaluations, and provides a framework for the implementation of a broader cultural and linguistic sensitivity training program specific to working with and improving the quality of health care among deaf people.

  5. Spinning Your Own Story - Marketing the Geosciences to the Public

    Science.gov (United States)

    Sturm, D.; Jones, T. S.

    2006-12-01

    Studies of high achieving African-American and Hispanic students have shown the students do not go into STEM (Science, Technology, Engineering and Math) disciplines due to the poor teaching by some STEM teachers, lack of encouragement from teachers or parents and a self perception the students will not be successful. One underlying component to this problem is the issue of perception of the STEM disciplines by the general public. This study focuses on changing the often negative or neutral perception into one more positive and diverse. This study utilizes clear, and hopefully effective, media communication through the use of traditional marketing strategies to promote the geosciences and the geology program at the University of Tennessee at Chattanooga to the general public in the Chattanooga metropolitan area. Average citizens are generally unaware of the various geoscience divisions and career opportunities available. Pioneer marketing, used in this study, introduces new ideas and concepts to the general public, but does not ask for direct action to be taken. The primary goal is to increase awareness of the geosciences. The use of printed and online media delivers the message to the public. In the media, personal interviews with geoscientists from all races and backgrounds were included to demonstrate diversity. An invitation was made to all high school students to participate in an associated after-school program. Elements developed for this program include: 1) clearly defining goals for the marketing effort; 2) delineating the target market by age, education, race and gender; 3) developing a story to tell in the marketing effort; and 4) producing products to achieve the marketing goals. For this effort, the product results included: an annual newspaper tabloid, an associated website and a departmental brochure. The marketing results show increased public awareness, increased awareness of the geology program within the University of Tennessee at Chattanooga

  6. The Role of Geoscience Departments in Developing the Earth Science Teacher Workforce: A Workshop Report

    Science.gov (United States)

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

    2003-12-01

    Undergraduate geoscience departments play a critical role in the preparation of future teachers. This workshop sponsored by AGU and NAGT with funding from NSF brought together geoscience faculty known for their work in teacher preparation, Earth Science teachers and representatives from schools of education. Discussion focused on critical contributions of geoscience departments in recruiting, mentoring and advising future teachers; designing research and teaching experiences for future teachers; developing links between education and geoscience departments; supporting alumni in the teaching profession; and the role of introductory courses in teacher preparation. Each participant contributed a short essay describing the strengths of their program for teachers. The essay collection provides a snapshot of the breadth and innovative nature of current practice in geoscience departments around the country (serc.carleton.edu/NAGTWorkshops/teacherprep03). A summary of the program, powerpoint presentations, and discussion highlights are also available on the website. Of special interest are 1) approaches to introductory courses including revision of teaching methods in the general introductory course to demonstrate a range of pedagogy; separate introductory course sections or laboratory sections for pre-service teachers; and an integrated science approach for pre-service elementary teachers; 2) results of brainstorming sessions on mechanisms for recruiting and supporting Earth Science teachers suggesting a range of activities taking place before, during, and after participation in the geoscience program; 3) a summary of why teaching and research experiences are important for pre-service teachers and recommendations for program elements that lead to successful experiences and 4) plenary presentations on lessons learned from the NSF programs (Prival) and effective program design (Ridkey).

  7. Fit and Strong! Plus: design of a comparative effectiveness evaluation of a weight management program for older adults with osteoarthritis.

    Science.gov (United States)

    Smith-Ray, Renae L; Fitzgibbon, Marian L; Tussing-Humphreys, Lisa; Schiffer, Linda; Shah, Amy; Huber, Gail M; Braunschweig, Carol; Campbell, Richard T; Hughes, Susan L

    2014-03-01

    Osteoarthritis (OA) is the most common chronic condition and principal cause of disability among older adults. The current obesity epidemic has contributed to this high prevalence rate. Fortunately both OA symptoms and obesity can be ameliorated through lifestyle modifications. Physical activity (PA) combined with weight management improves physical function among obese persons with knee OA but evidence-based interventions that combine PA and weight management are limited for this population. This paper describes a comparative effectiveness trial testing an evidence-based PA program for adults with lower extremity (LE) OA, Fit and Strong!, against an enhanced version that also addresses weight management based on the evidence-based Obesity Reduction Black Intervention Trial (ORBIT). Adult participants (n=400) with LE OA, age 60+, overweight/obese, and not meeting PA requirements of ≥ 150 min per week, are randomized to one of the two programs. Both 8-week interventions meet 3 times per week and include 60 min of strength, flexibility, and aerobic exercise instruction followed by 30 min of education/group discussion. The Fit and Strong! education sessions focus on using PA to manage OA; whereas Fit and Strong! Plus addresses PA and weight loss management strategies. Maintenance of behavior change is reinforced in both groups during months 3-24 through telephone calls and mailed newsletters. Outcomes are assessed at baseline, and 2, 6, 12, 18, and 24 months. Primary outcomes are dietary change at 2 months followed by weight loss at 6 months that is maintained at 24 months. Secondary outcomes assess PA, physical performance, and anxiety/depression. Copyright © 2014 Elsevier Inc. All rights reserved.

  8. 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

  9. Interdisciplinary Undergraduate Research Experiences in Geosciences for Physical Science and Engineering Students

    Science.gov (United States)

    Bililign, S.; Schimmel, K.; Lin, Y. L.; Germuth, A.

    2014-12-01

    The recruitment of undergraduate students, especially minorities, into geoscience career paths continues to be a challenge. One approach for addressing this issue involves providing geoscience research experiences. Therefore, the outcomes of an undergraduate research program (REU) focused on recruiting science (physics, mathematics, chemistry) and engineering (electrical) students for an interdisciplinary research experience in geosciences will be presented. The program design has several unique features that include: (1) projects with clear societal implications, (2) projects involve multiple faculty members (at least two) and expose students to interdisciplinary approaches and thinking, (3) partnerships between national labs and universities to provide cutting-edge research, educational, and professional development opportunities for students, (4) student engagement in the creation of personalized professional development plans, (5) combined summer and academic year research experiences. Pre- and post-assessment results, successes, and challenges will be presented.

  10. Attracting and Retaining Undergraduate Students in the Geosciences: A Multipronged Approach

    Science.gov (United States)

    Chantale Damas, M.

    2017-04-01

    The geosciences are taught at relatively few colleges and universities in the United States. Furthermore, fewer students are selecting the geosciences as careers and where the loss of retired scientists is significant. Thus, new approaches and strategies are needed to attract and retain students in the geosciences. The aim of this project is to both increase the diversity and visibility of the geosciences at the undergraduate level. Using both an interdisciplinary and inter-institutional approach, the Queensborough Community College (QCC) of the City University of New York (CUNY) has been very successful at engaging students in educational activities and applied research in solar, geospace, and atmospheric physics, under the umbrella discipline of space weather. As an interdisciplinary field, space weather offers students a great opportunity to study the Sun-Earth connection. Additionally, students also receive support through several partner institutions including the NASA Goddard Spaceflight Center (GSFC) Community Coordinated Modeling Center (CCMC), four-year colleges and universities, and other summer research programs. With its institutional partners, QCC has implemented a year-long program with two components: 1) during the academic year, students are enrolled in a course-based introductory research (CURE) where they conduct research on real-world problems; and 2) during the summer, students are placed in research internships at partner institutions. This poster will describe these approaches, as well as present best strategies that are used to attract and retain students in the geosciences.

  11. 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

  12. Raft River geoscience case study

    Energy Technology Data Exchange (ETDEWEB)

    Dolenc, M.R.; Hull, L.C.; Mizell, S.A.; Russell, B.F.; Skiba, P.A.; Strawn, J.A.; Tullis, J.A.

    1981-11-01

    The Raft River Geothermal Site has been evaluated over the past eight years by the United States Geological Survey and the Idaho National Engineering Laboratory as a moderate-temperature geothermal resource. The geoscience data gathered in the drilling and testing of seven geothermal wells suggest that the Raft River thermal reservoir is: (a) produced from fractures found at the contact metamorphic zone, apparently the base of detached normal faulting from the Bridge and Horse Well Fault zones of the Jim Sage Mountains; (b) anisotropic, with the major axis of hydraulic conductivity coincident to the Bridge Fault Zone; (c) hydraulically connected to the shallow thermal fluid of the Crook and BLM wells based upon both geochemistry and pressure response; (d) controlled by a mixture of diluted meteoric water recharging from the northwest and a saline sodium chloride water entering from the southwest. Although the hydrogeologic environment of the Raft River geothermal area is very complex and unique, it is typical of many Basin and Range systems.

  13. 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

  14. 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…

  15. 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

  16. Data Science in Support of Marine Geoscience Research

    Science.gov (United States)

    Ferrini, V.

    2011-12-01

    Scientific research has evolved over the past several years with an increasing emphasis on the need to preserve and share data with investigators not involved in its initial collection. Not only does this new paradigm fortify the scientific process by providing transparency and opportunities for the validation of results, but it also ensures that the significant financial investments made in basic scientific research provide ongoing benefits and continue to enable new discoveries. Effective management of scientific data relies upon familiarity with the full continuum of the data life cycle - from acquisition and analysis to preservation and dissemination. Knowledge of technical aspects of data management and informatics, coupled with an understanding of data content and scientific use, are the key ingredients for advancing data systems and developing new and innovative interfaces for accessing and analyzing data. Herein lies the work of the data scientist. Effective management of marine geoscience data requires additional specialized knowledge and expertise, much of which can only be gained by participating in field programs. By participating in field programs as both a data manager and as a domain scientist one gains a unique perspective and understanding of the complexities of sea-going field programs, and the challenges of acquiring and documenting marine geoscience data. Just as the combination of technical specialists and domain scientists is critical to the success of a research cruise, so too is it critical to the successful management of data after the conclusion of the cruise. In the case of marine geoscience data, the data scientist plays a key role not only in building bridges between informatics and domain science, but between sea-going technicians and scientists. Working with the full community of stakeholders, the data scientist can help develop realistic standards and protocols to help ensure that high quality observational data are consistently made

  17. 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

    but the geosciences are unique in their requirement of extended fieldwork in remote locations, which raises issues for parents, and may be one reason geosciences lags behind other science disciplines in gender diversity. AGU and AGI have both conducted comprehensive and important studies on the status of women in science at all levels. Conducting flux studies and identifying the decision points in the advancement of scientists will provide fundamental data for designing successful programs to enhance diversity in the geosciences. Professional organizations such as AGU and the Geological Society of America should develop projects to monitor the career patterns of scientists, both men and women, beyond graduate school and the first job.

  18. Building a Network of Internships for a Diverse Geoscience Community

    Science.gov (United States)

    Sloan, V.; Haacker-Santos, R.; Pandya, R.

    2011-12-01

    Individual undergraduate internship programs, however effective, are not sufficient to address the lack of diversity in the geoscience workforce. Rather than competing with each other for a small pool of students from historically under-represented groups, REU and internship programs might share recruiting efforts and application processes. For example, in 2011, the RESESS program at UNAVCO and the SOARS program at UCAR shared recruiting websites and advertising. This contributed to a substantial increase in the number of applicants to the RESESS program, the majority of which were from historically under-represented groups. RESESS and SOARS shared qualified applications with other REU/internship programs and helped several additional minority students secure summer internships. RESESS and SOARS also leveraged their geographic proximity to pool resources for community building activities, a two-day science field trip, a weekly writing workshop, and our final poster session. This provided our interns with an expanded network of peers and gave our staff opportunities to work together on planning. Recently we have reached out to include other programs and agencies in activities for our interns, such as mentoring high-school students, leading outreach to elementary school students, and exposing our interns to geoscience careers options and graduate schools. Informal feedback from students suggests that they value these interactions and appreciate learning with interns from partner programs. Through this work, we are building a network of program managers who support one another professionally and share effective strategies. We would like to expand that network, and future plans include a workshop with university partners and an expanded list of REU programs to explore further collaborations.

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

    Science.gov (United States)

    Mosher, S.

    2014-12-01

    geoscience literacy. We also identified key elements of successful programs that attract and retain underrepresented groups, including providing financial support, reaching out to students in their communities, involving community members, incorporating role models, and mentoring.

  20. Geoscience Challenges of a State-by-state Adoption or Adaptation of the NGSS

    Science.gov (United States)

    Wysession, M. E.

    2016-12-01

    For the geosciences, the Next Generation Science Standards (NGSS) contain the largest shift in K-12 education to have happened in our lifetimes, but its adoption is playing our very differently in different states. Because it is illegal to have a national curriculum, the NGSS intentionally avoided providing a curriculum but rather a set of performance expectations that each state (or district or school) could use in its own way to construct assessments and curricula. The result is that although more than 80% of schools in the U.S. are in the process of revising their curricula to align with the NGSS, this is happening in a different way in each state (or district or school). Instead of having a single target for curriculum developers to aim for, the result is to actually create a greater diversity of pedagogic platforms across the U.S. schools than there was before the NGSS were released. Some states (Alaska, North Dakota, Texas, Virginia) stated at the outset that they would not be adopting any version of the NGSS at all. So far seventeen states (and D.C.) have adopted the NGSS verbatim, but they are still each developing their curricula in their own way. In fossil-fuel-concentrated communities, such as Wyoming, Oklahoma, and West Virginia, the strong presence of the topics of climate and climate change in the NGSS have created complications for its adoption. States that still only require two years of high school science for all students, so the addition of a year of Earth and Space Science is creating legislative challenges. There is a general lack of trained and accredited high school geoscience teachers in nearly all states (with a few notable exceptions, such as New York), so the preparation and training of high school geoscience teachers is a significant nationwide concern. There are also large variations in the development of assessment materials, pre-service training, and updating certification programs. Progress is definitely being made, but the NGSS is

  1. Teaching Quantitative Skills in a Geoscience Context

    Science.gov (United States)

    Manduca, C. A.; MacDonald, R. H.; Savina, M.; Andersen, J.; Patterson, S.; Mason, M.

    2002-12-01

    New attention is needed to the ways in which quantitative skills are taught in the geosciences. At the introductory level, geoscience courses play an important role in teaching students the basic abilities needed to use and understand quantitative information. These skills are becoming more important as quantitative information is increasingly used by all citizens to make informed personal choices, for financial success, and to guide our democracy (Mathematics and Democracy, Steen, 2001). Mathematical skills are also becoming increasingly fundamental to success as a practicing geoscientist requiring modification of teaching within the major. An integrated approach developing synergies between mathematics, geoscience and other science courses will be most effective in enhancing students learning in these areas. This summer 40 mathematics and geoscience faculty met at Carleton College for 5 days to explore the ways in which geoscience and mathematical approaches to teaching skills complement each other and to develop materials that reflected the strengths of both approaches. Primary outcomes included 1) new appreciation of the importance of incorporating multiple representations, in-depth problems, contextual examples, and group work in teaching mathematical and quantitative skills, 2) a preliminary list of skills that can form a basic vocabulary for discussions of course content, 3) ten resources developed jointly by mathematicians and geoscientists for use in courses, and 4) new collaborations between geoscientists and mathematicians both on campuses and beyond. Full information about the workshop and its results are available at http://serc.carleton.edu/quantskills/events/NAGT02

  2. EarthCube - Results of Test Governance in Geoscience Cyberinfrastructure

    Science.gov (United States)

    Davis, R.; Allison, M. L.; Keane, C. M.; Robinson, E.

    2016-12-01

    In September 2016, the EarthCube Test Enterprise Governance Project completed its three-year long process to engage the community and test a demonstration governing organization with the goal of facilitating a community-led process on designing and developing a geoscience cyberinfrastructure to transform geoscience research. The EarthCube initiative is making an important transition from creating a coherent community towards adoption and implemention of technologies that can serve scientists working in and across many domains. The emerging concept of a "system of systems" approach to cyberinfrastructure architecture is a critical concept in the EarthCube program, but has not been fully defined. Recommendations from an NSF-appointed Advisory Committee include: a. developing a succinct definition of EarthCube; b. changing the community-elected governance approach towards structured rather than consensus-driven decision-making; c. restructuring the process to articulate program solicitations; and d. producing an effective implementation roadmap. These are seen as prerequisites to adoption of best practices, system concepts, and evolving to a production track. The EarthCube governing body is preparing responses to the Advisory Committee findings and recommendations with a target delivery date of late 2016 but broader involvement may be warranted. We conclude that there is ample justification to continue evolving to a governance framework that facilitates convergence on a system architecture that guides EarthCube activities and plays an influential role in making operational the EarthCube vision of cyberinfrastructure for the geosciences. There is widespread community expectation for support of a multiyear EarthCube governing effort to put into practice the science, technical, and organizational plans that are continuing to emerge. However, the active participants in EarthCube represent a small sub-set of the larger population of geoscientists.

  3. 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.

  4. 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.

  5. Developing Resources for Teaching Ethics in Geoscience

    Science.gov (United States)

    Mogk, David W.; Geissman, John W.

    2014-11-01

    Ethics education is an increasingly important component of the pre-professional training of geoscientists. Geoethics encompasses the values and professional standards required of geoscientists to work responsibly in any geoscience profession and in service to society. Funding agencies (e.g., the National Science Foundation, the National Institutes of Health) require training of graduate students in the responsible conduct of research; employers are increasingly expecting their workers to have basic training in ethics; and the public demands the highest standards of ethical conduct by scientists. However, there is currently no formal course of instruction in ethics in the geoscience curriculum, and few faculty members have the experience, resources, and sometimes willingness required to teach ethics as a component of their geoscience courses.

  6. 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

  7. 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

  8. 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.

  9. 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

  10. 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

  11. An Undergraduate Student's Perspective on Geoscience Research

    Science.gov (United States)

    Wilder, A.; Feeley, T.; Michelfelder, G.

    2011-12-01

    Traditionally, the roles of field experiences in geoscience teaching have come from experienced instructors and researchers with a dedicated interest in how students learn. In this presentation we provide the opposite perspective; that of an undergraduate student at the beginning of her research career. We discuss the benefits and challenges associated with the initial field work and extend our discussion to include subsequent analytical-based laboratory studies. At Montana State University we are addressing key questions related to magma generation and differentiation at three volcanoes in the Central Andes. These are Volcan Uturuncu in southwest Bolivia and the Lazufre system consisting of Lastarria volcano and Cordon del Azufre in Chile and Argentina. To address these issues students collected rock samples and mapped lava flows in the field during the past two Spring Semesters. Upon return to campus the students prepared the samples for whole rock and mineral analyses, followed by travel to and work in external laboratories analyzing and collecting high precision geochemical data. The benefits these experiences provide include the following. First, due to the localities of the field sites, students become familiar with the difficult logistics associated with planning and performing field work in remote localities. Second, in performing the field work, students gain an appreciation of scale and exposure; topics not typically addressed in standard course work. Third, through close interaction with internal and external faculty, graduate students, and professional geologists, undergraduate students build strong relationships with scientists in the area of their interests. Fourth, by acquiring and interpreting high quality field and analytical data, they learn in-depth about modern philosophies, technologies, and data in the geosciences, providing them with skills and experiences that will be of value in their future careers or graduate work. They also learn how to

  12. Geo-Needs: Investigating Models for Improved Access to Geosciences at Two-Year and Minority-Serving Colleges

    Science.gov (United States)

    Her, X.; Turner, S. P.; LaDue, N.; Bentley, A. P.; Petcovic, H. L.; Mogk, D. W.; Cartwright, T.

    2015-12-01

    Geosciences are an important field of study for the future of energy, water, climate resilience, and infrastructure in our country. Geoscience related job growth is expected to steeply climb in the United States, however many of these positions will be left unfilled. One untapped population of Americans is ethnic minorities, who have historically been underrepresented in the geosciences. In 2010, the Bureau of Labor Statistics (BLS) reported that black and Hispanics only make 8.1% of geoscience related jobs, while making up nearly 30% of Americans. This pattern of underrepresentation has been attributed to 1) minority serving institutions lacking geoscience programs, 2) low interest in the outdoors due to a lack of opportunity, and 3) negative and low prestigious perceptions of geoscientists. Our project focuses specifically on the first barrier. Preliminary research suggests that only 2.5% of institutions with geoscience programs (n= 609) are also minority serving. The goals of the Geo-Needs project are to identify obstacles to and opportunities for better use of existing educational resources in two-year and minority-serving institutions, and to explore "ideal" models of resources, partnerships, and other support for geoscience faculty and students in these institutions. Four focus group meetings were held in August 2015 bringing administrators, instructors, resource providers, and education researchers together to discuss and develop these models. Activities at the meetings included small and whole group prompted discussion, guest speakers, gallery walks, and individual reflection. Content from the focus group meetings is available at the project's website: http://serc.carleton.edu/geoneeds/index.html. Findings from the meetings can be used to inform future efforts aimed toward broadening access to the geosciences at two-year and minority-serving institutions.

  13. 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

    Many of the future challenges facing the United States, such as climate change, securing energy resources, soil degradation, water resources, and atmospheric pollution, are part of the domain of geosciences. Currently, our colleges and universities are not graduating enough geoscience majors to meet this demand, with only 0.27% of all bachelor's degrees granted in geoscience fields in 2006, the fewest in any scientific field (NSF 2008). Moreover, undergraduate recruitment in geosciences from traditionally underrepresented groups is significantly poorer than other STEM fields, with underrepresented groups comprising just 5% of total geoscience bachelor’s degrees awarded (Czujko 2004). Undergraduate geoscience programs therefore have a critical need to not just grow in size, but to expand the spectrum of students within their programs to better reflect the country’s diversity. In 2009, Worcester State College (WSC) initiated an effort as part of NSF's Opportunities for Enhancing Diversity in the Geosciences Program to address this problem on a local scale. Through this program, we are creating a pipeline for diversity in the geosciences through a multi-faceted approach involving teacher training, high school internships, and a co-enrollment and scholarship program between Worcester Public Schools and WSC. Worcester, Massachusetts has a median household income of 43,779, 13,902 below the median household income for Massachusetts, and 24% of the city’s children live below the poverty line. Worcester is a diverse city: 19% of the population is Latino, 9% African-American, and 7% Asian-American, with over 18% foreign-born residents. This diversity is reflected in the city’s school system, where over 80 languages are spoken. In July 2010, the program was initiated with a week-long teacher training workshop. The participants were middle and high school science teachers from Worcester and the surrounding area. The workshop focused on issues of sustainability related

  14. OntoSoft: A Software Registry for Geosciences

    Science.gov (United States)

    Garijo, D.; Gil, Y.

    2017-12-01

    The goal of the EarthCube OntoSoft project is to enable the creation of an ecosystem for software stewardship in geosciences that will empower scientists to manage their software as valuable scientific assets. By sharing software metadata in OntoSoft, scientists enable broader access to that software by other scientists, software professionals, students, and decision makers. Our work to date includes: 1) an ontology for describing scientific software metadata, 2) a distributed scientific software repository that contains more than 750 entries that can be searched and compared across metadata fields, 3) an intelligent user interface that guides scientists to publish software and allows them to crowdsource its corresponding metadata. We have also developed a training program where scientists learn to describe and cite software in their papers in addition to data and provenance, and we are using OntoSoft to show them the benefits of publishing their software metadata. This training program is part of a Geoscience Papers of the Future Initiative, where scientists are reflecting on their current practices, benefits and effort for sharing software and data. This journal paper can be submitted to a Special Section of the AGU Earth and Space Science Journal.

  15. OntoSoft: A Software Commons for Geosciences

    Science.gov (United States)

    Gil, Y.

    2015-12-01

    The goal of the EarthCube OntoSoft project is to enable the creation of a germinal ecosystem for software stewardship in geosciences that will empower scientists to manage their software as valuable scientific assets in an open transparent mode that enables broader access to that software by other scientists, software professionals, students, and decision makers. Our work to date includes: 1) an ontology for describing scientific software metadata, 2) a scientific software repository that contains more than 600 entries that can be searched and compared across metadata fields, 3) an intelligent user interface that guides scientists to publish software. We have also developed a training program where scientists learn to describe and cite software in their papers in addition to data and provenance. This training program is part of a Geoscience Papers of the Future Initiative, where scientists learn as they are writing a journal paper that can be submitted to a Special Section of the AGU Earth and Space Science Journal.

  16. The Geoscience Laser Altimeter System Laser Transmitter

    Science.gov (United States)

    Afzal, R. S.; Dallas, J. L.; Yu, A. W.; Mamakos, W. A.; Lukemire, A.; Schroeder, B.; Malak, A.

    2000-01-01

    The Geoscience Laser Altimeter System (GLAS), scheduled to launch in 2001, is a laser altimeter and lidar for tile Earth Observing System's (EOS) ICESat mission. The laser transmitter requirements, design and qualification test results for this space- based remote sensing instrument are presented.

  17. Geoscience Field Education: A Recent Resurgence

    Science.gov (United States)

    Whitmeyer, Steven J.; Mogk, David W.

    2009-10-01

    Field education traditionally has been an integral component of undergraduate geoscience curricula. Students have learned the fundamentals of field techniques during core geology courses and have honed their field credentials during class-specific field trips, semester-long field courses, and capstone summer field camps. In many geoscience departments, field camp remains a graduation requirement, and more than 100 field camps currently are offered by U.S. universities and colleges (see http://geology.com/field-camp.shtml). During the past several decades, however, many geoscience departments have moved away from traditional geologic fieldwork and toward a broader theoretical and laboratory-intensive focus that encompasses a range of subdisciplines. Trends that have influenced these shifts include (1) the decline in the late twentieth century of the petroleum and mining industries, which have consistently championed the values of fieldwork; (2) a decrease in the number of professional jobs that incorporate field mapping; (3) a decline in the number of geoscience majors nationwide [American Geological Institute (AGI), 2009]; and (4) barriers to fieldwork, including time requirements, cost, liability, and decreasing access to field sites.

  18. 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

  19. Resources and Approaches for Teaching Quantitative and Computational Skills in the Geosciences and Allied Fields

    Science.gov (United States)

    Orr, C. H.; Mcfadden, R. R.; Manduca, C. A.; Kempler, L. A.

    2016-12-01

    Teaching with data, simulations, and models in the geosciences can increase many facets of student success in the classroom, and in the workforce. Teaching undergraduates about programming and improving students' quantitative and computational skills expands their perception of Geoscience beyond field-based studies. Processing data and developing quantitative models are critically important for Geoscience students. Students need to be able to perform calculations, analyze data, create numerical models and visualizations, and more deeply understand complex systems—all essential aspects of modern science. These skills require students to have comfort and skill with languages and tools such as MATLAB. To achieve comfort and skill, computational and quantitative thinking must build over a 4-year degree program across courses and disciplines. However, in courses focused on Geoscience content it can be challenging to get students comfortable with using computational methods to answers Geoscience questions. To help bridge this gap, we have partnered with MathWorks to develop two workshops focused on collecting and developing strategies and resources to help faculty teach students to incorporate data, simulations, and models into the curriculum at the course and program levels. We brought together faculty members from the sciences, including Geoscience and allied fields, who teach computation and quantitative thinking skills using MATLAB to build a resource collection for teaching. These materials, and the outcomes of the workshops are freely available on our website. The workshop outcomes include a collection of teaching activities, essays, and course descriptions that can help faculty incorporate computational skills at the course or program level. The teaching activities include in-class assignments, problem sets, labs, projects, and toolboxes. These activities range from programming assignments to creating and using models. The outcomes also include workshop

  20. 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

  1. Successfully Mentoring Tomorrows' Geoscience Leaders

    Science.gov (United States)

    Nocerino, J.

    2011-12-01

    The Geological Society of America (GSA) has been running a successful mentor program for the last fifteen years. Each year approximately 1500 students and 400 mentors take part in one of five programs that are run in various formats; including small-scale regional programs that offer a low student-to-mentor ratio, large scale luncheon programs that are driven by student questions and receptions that feature presentations along with a Q&A session. The mentor volunteers-from private and public businesses and government agencies-represent a broad range of backgrounds, education, and experience. The students connect with these mentors to discuss their current scholarly pursuits and/or their future employment. Both mentors and students leave these events expressing feelings of personal and professional growth, and historically several students find full or part time work as a result of these programs each year.

  2. Supporting REU Leaders and Effective Workforce Development in the Geosciences

    Science.gov (United States)

    Sloan, V.; Haacker, R.

    2014-12-01

    Research shows that research science experiences for undergraduates are key to the engagement of students in science, and teach critical thinking and communication, as well as the professional development skills. Nonetheless, undergraduate research programs are time and resource intensive, and program managers work in relative isolation from each other. The benefits of developing an REU community include sharing strategies and policies, developing collaborative efforts, and providing support to each other. This paper will provide an update on efforts to further develop the Geoscience REU network, including running a national workshop, an email listserv, workshops, and the creation of online resources for REU leaders. The goal is to strengthen the connections between REU community members, support the sharing of best practices in a changing REU landscape, and to make progress in formalizing tools for REU site managers.

  3. The Role of the National Science Foundation: Providing Opporunities to Enhance Geoscience Education

    Science.gov (United States)

    Leinen, M.

    2005-12-01

    Over the past two or three decades several trends have led to a decrease in the availability of courses in Earth and space sciences at the secondary and undergraduate levels. This is particularly frustrating given the continued need for well-trained Earth and space scientists, the need for greater sophistication in scientific training of our community and the lack of diversity of our scientific community. The National Science Foundation has responded to this challenge in several ways. At the most general level, the second criterion for evaluation of proposals requires the identification of the broader impact of the research. Many scientists choose to address this criterion by creative efforts to integrate research and education. These efforts are already resulting in substantially more focus on educational and diversity issues. At a more specific level, the Geosciences Directorate of the National Science Foundation has increased our funding for the education and diversity efforts of the earth, ocean and atmospheric sciences communities. In each of the three divisions of Geosciences - Earth Sciences, Ocean Sciences and Atmospheric Sciences - there are special programs for funding educational efforts. In addition, programs in Geoscience Education and in Opportunities to Enhance the Diversity of the Geosciences, provide funding opportunities for geoscientists of all disciplines to propose innovative ways to meet the challenge of training a new generation of geoscientists.

  4. Teaching Geoethics Across the Geoscience Curriculum

    Science.gov (United States)

    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

  5. 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

  6. 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

  7. The Canadian Geoscience Education Network: a collaborative grassroots effort to support geoscience education

    Science.gov (United States)

    Bank, C.; Halfkenny, B.; Hymers, L.; Clinton, L.; Heenan, S.; Jackson, D.; Nowlan, G.; Haidl, F.; Vodden, C.

    2009-12-01

    The Canadian Geoscience Education Network (CGEN) numbers over 300 members who are active in promoting geoscience to the general public and especially in schools. Our membership spreads from coast to coast to coast in Canada and represents the wide range of geosciences. Most members work in education, government, industry, academia, or not-for-profit organizations. Our common goals are to (1) provide resources to teachers for the K-12 curriculum, (2) encourage students to pursue higher education and a rewarding career in geoscience, and (3) lobby to effect change to the school curriculum. Our strength is grounded in a grassroots approach (eg, regional chapters), flexible organization, and emphasis on a cost-effective style. Together we have created and maintain resources for teachers; for example, EdGEO (local workshops for teachers), Geoscape (community-based posters and lesson plans), and EarthNet (virtual resource centre). A new website showcases careers in the Earth sciences. CGEN members ensure that these resources remain current, promote them at individual outreach activities, and see to it that they are maintained. Although we have limited funding we draw strength from the networks of our members and capitalize on partnerships between seemingly disparate organizations and groups to get experts involved in the education of future geoscientists. (Details about CGEN may be found at http://www.geoscience.ca/cgen/principal.html.)

  8. We Can Recruit Minorities Into The Geosciences

    Science.gov (United States)

    O'Connell, S.

    2011-12-01

    Despite the dismal numbers, efforts to recruit minorities into the geosciences are improving, thanks in part to NSF's "Opportunities for Enhancing Diversity in the Geosciences" (OEDG) initiative. At Wesleyan University, a small liberal arts college in Connecticut, we have significantly increased our recruitment of minority students. Twenty percent (four students) of the class of 2013 are African American. Most of the recruitment is done on an individual basis and working in conjunction with the "Dean for Diversity and Student Engagement" and courting minority students in introductory classes. The Dean for Diversity and Student Engagement is aware of our interest in increasing diversity and that we are able to hire minority students during the academic year and through the summer with OEDG funds. When she identifies minority students who might be interested in the geosciences, she refers them to faculty in the Earth and Environmental Sciences Department. Our faculty can provide employment, mentoring and a variety of geo-related experiences. Courting students in introductory courses can include inviting them to lunch or other activity, and attending sports, theater or dance events in which they are participating. Not all efforts result in new majors. Courses in ancillary sciences may be stumbling blocks and higher grades in less demanding courses have lured some students into other majors. Nevertheless, we now have a large enough cohort of minority students so that minority students from other majors visit their friends in our labs. A critical mass? Even a student, who chooses another major, may continue an interest in geoscience and through outreach efforts and discussions with younger family members, may provide a bridge that becomes a conduit for future students.

  9. 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.

  10. 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.

  11. International geoscience: Past and future

    Science.gov (United States)

    Drake, Charles L.

    The International Geophysical Year (IGY) differed from the preceding international polar years in that it had a significant component of solid earth research. The success of this venture led to succeeding programs, still under way, that have maintained and improved upon the communication mechanisms established during IGY. These programs differed from IGY in that they have a longer time span, usually a decade, and in that they have focused more on the exchange of ideas and data rather than shorter-term, specially funded research programs aimed at particular goals.To borrow an analogy from oceanography, one might liken IGY to the Challenger expedition of a century ago; a one-shot venture that collected vast amounts of data during a single cruise; data that occupied the energies of a number of scientists over a period of years. The succeeding programs followed more the pattern of modern oceanography in which cruises take place continuously, steadily building the data base a n d generating new ideas. There is no question but that IGY was a major shot in the arm for solid earth research and it is fair to ask whether it is not time for another such venture. Our support mechanisms have tended to become more narrowly focused on disciplines and subdisciplines through time, reflecting the increasing complexity o f science. Perhaps it is time to choose some broad goals: to identify some experiments that require inputs from a number of disciplines and international collaboration in research and that promise us new and better insights into the nature and properties, the history and development of the earth.

  12. Accessible Earth: Enhancing diversity in the Geosciences through accessible course design and Experiential Learning Theory

    Science.gov (United States)

    Bennett, Rick; Lamb, Diedre

    2017-04-01

    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 able bodied, we have created the capstone Accessible Earth Study Abroad Program, an alternative to geologic field camp with a focus on modern geophysical observation systems, computational thinking, and data science. In this presentation, we will report on the theoretical bases for developing the course, our experiences in teaching the course to date, and our plan for ongoing assessment, refinement, and dissemination of the effectiveness of our efforts.

  13. 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.

  14. Future Employment Opportunities for US Geoscience Graduates - a View From Historical Trends

    Science.gov (United States)

    Keane, C. M.; Milling, M. E.

    2005-12-01

    The geosciences in the United States has experienced a number of major booms and busts, but today has become, as a discipline, less dependent on the immediate fortunes of the natural resources industries. However, the actual employment distribution has not changed substantially in the last fifteen years, with the petroleum industry remaining by and far the single largest employer of geoscientists in the United States, and even more as a level of contributing to GNP. However, most of the geoscience professional ranks in industry were filled prior to and during the last major boom which ended in 1986. Most of this workforce is now heading into retirement and though total geoscience workforce demand is not likely to grow; substantial employment opportunities do and will exist as these individuals retire. However, this picture is more complicated than in the past. Most industries, both the traditional geoscience employers, such as petroleum, mining, and environment, and non-traditional, such as telecommunications, are increasingly global in their operations and perspectives. This increasing globalization means that US graduates now compete not only against graduates from other schools in the US, but throughout the world. When coupled with preferences for not hiring people in as expatriates for overseas assignment, US graduates face an increasingly competitive, but rewarding job market. The proverbial leveling of the playing field is also seen in the rapid rise in international membership of traditionally American professional and scientific societies. This internationalization is hardly discouraged within the culture of science, and is one that US students will need to embrace to compete effectively in the future for employment in the geosciences. One major change that will be necessitated is the adjustment of parts of academia to the new realities of preparing students for future employment within the discipline. Currently most US geoscience graduate programs are

  15. Integrating Authentic Scientific Research Into an 8th Grade Honors Geoscience Curriculum

    Science.gov (United States)

    Danch, J. M.; Aker, K.

    2012-12-01

    As part of a comprehensive plan to expand the inclusion of authentic scientific research in the science curricula of the Woodbridge Township School District, an existing 8th grade geoscience program was modified to include elements pertaining to individual student research. The Geoscience textbook modules forming the basis of the course content were developed by the American Geological Institute in association with It's About Time Publishing with each unit addressing important Earth Science Concepts with emphasis on problem solving through process science and laboratory activities. Concepts crucial to performing authentic research such as the research hypothesis, variables and controls, and experimental design are introduced early in the curriculum via a series of short, daily inquiry activities designed to actively engage students in the experimental process rather than them relying on following a series of prepared steps. These inquiry activities and the course content continue to provide a basis for the development of individual student research projects conducted concurrently with the regular geoscience content. The results of student research are presented in both national and local science competitions/symposia and can form the basis for continued research at the secondary level, as students participating in this program are eligible for inclusion in the high school Science Research Program. Teachers utilizing this program participate in a series of training sessions conducted by the school district allowing them to utilize the success of the preexisting Science Research Program in the implementation of this new curriculum.

  16. Website Resources and Support for Two-Year College Geoscience Educators

    Science.gov (United States)

    McDaris, J. R.; Macdonald, H.; Blodgett, R. H.; Manduca, C. A.; Maier, M.

    2011-12-01

    Geoscience faculty at two-year colleges (2YC) face a number of challenges, from the wide diversity of the student population to being isolated from other geoscience faculty. Several projects have developed web resources that address some of these issues by providing professional development, teaching materials, and opportunities to connect with their colleagues at other institutions. The Role of Two-Year Colleges in Geoscience Education and in Broadening Participation in the Geosciences project brought together 2YC faculty from across the country for a planning workshop to discuss these issues and propose strategies and mechanisms to strengthen the 2YC geoscience education community (http://serc.carleton.edu/geo2yc/index.html). The website now hosts more than 30 essays on the state of 2YC education, teaching activities, and course descriptions submitted by 2YC faculty as well as an email discussion list and other ways of networking and discussing important. One outcome of this work is that the National Association of Geoscience Teachers has created a division for 2YC faculty so that members can network with each other and discuss solutions to pressing issues. (http://nagt.org/nagt/divisions/2yc/index.html) The On the Cutting Edge program has an array of professional development resources available (http://serc.carleton.edu/NAGTWorkshops/). Over its decade of work, the program has developed resources on topics of interest to 2YC faculty including: teaching introductory courses, the affective domain, teaching with data, metacognition, online courses, teaching about hazards, and many others. There are also extensive collections of teaching activities and visualizations. In addition, the program continues to hold face-to-face and virtual professional development workshops and webinars that are accessible to 2YC faculty and can help them feel less isolated The Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo) website is specifically

  17. 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

    InTeGrate is a community effort aimed at improving geoscience literacy and building a workforce that can use geoscience to solve societal issues. As part of this work we have developed a geoscience literacy assessment instrument to measure students' higher order thinking. This assessment is an important part of the development of curricula designed to increase geoscience literacy for all undergraduate students. To this end, we developed the Geoscience Literacy Exam (GLE) as one of the tools to quantify the effectiveness of these materials on students' understandings of geoscience literacy. The InTeGrate project is a 5-year, NSF-funded STEP Center grant in its first year of funding. Details concerning the project are found at http://serc.carleton.edu/integrate/index.html. The GLE instrument addresses content and concepts in the Earth, Climate, and Ocean Science literacy documents. The testing schema is organized into three levels of increasing complexity. Level 1 questions are single answer, understanding- or application-level multiple choice questions. For example, selecting which type of energy transfer is most responsible for the movement of tectonic plates. They are designed such that most introductory level students should be able to correctly answer after taking an introductory geoscience course. Level 2 questions are more advanced multiple answer/matching questions, at the understanding- through analysis-level. Students might be asked to determine the types of earth-atmosphere interactions that could result in changes to global temperatures in the event of a major volcanic eruption. Because the answers are more complicated, some introductory students and most advanced students should be able to respond correctly. Level 3 questions are analyzing- to evaluating-level short essays, such as describe the ways in which the atmosphere sustains life on Earth. These questions are designed such that introductory students could probably formulate a rudimentary response

  18. 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

  19. A sample design for globally consistent biomass estimation using lidar data from the Geoscience Laser Altimeter System (GLAS)

    Science.gov (United States)

    Sean P. Healey; Paul L. Patterson; Sassan S. Saatchi; Michael A. Lefsky; Andrew J. Lister; Elizabeth A. Freeman

    2012-01-01

    Lidar height data collected by the Geosciences Laser Altimeter System (GLAS) from 2002 to 2008 has the potential to form the basis of a globally consistent sample-based inventory of forest biomass. GLAS lidar return data were collected globally in spatially discrete full waveform "shots," which have been shown to be strongly correlated with aboveground forest...

  20. 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

  1. 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.

  2. 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

  3. 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

  4. 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.

  5. Mujeres Fuertes y Corazones Saludables: adaptation of the StrongWomen -healthy hearts program for rural Latinas using an intervention mapping approach.

    Science.gov (United States)

    Perry, Cynthia K; McCalmont, Jean C; Ward, Judy P; Menelas, Hannah-Dulya K; Jackson, Christie; De Witz, Jazmyne R; Solanki, Emma; Seguin, Rebecca A

    2017-12-28

    To describe our use of intervention mapping as a systematic method to adapt an evidence-based physical activity and nutrition program to reflect the needs of rural Latinas. An intervention mapping process involving six steps guided the adaptation of an evidence based physical activity and nutrition program, using a community-based participatory research approach. We partnered with a community advisory board of rural Latinas throughout the adaptation process. A needs assessment and logic models were used to ascertain which program was the best fit for adaptation. Once identified, we collaborated with one of the developers of the original program (StrongWomen - Healthy Hearts) during the adaptation process. First, essential theoretical methods and program elements were identified, and additional elements were added or adapted. Next, we reviewed and made changes to reflect the community and cultural context of the practical applications, intervention strategies, program curriculum, materials, and participant information. Finally, we planned for the implementation and evaluation of the adapted program, Mujeres Fuertes y Corazones Saludables, within the context of the rural community. A pilot study will be conducted with overweight, sedentary, middle-aged, Spanish-speaking Latinas. Outcome measures will assess change in weight, physical fitness, physical activity, and nutrition behavior. The intervention mapping process was feasible and provided a systematic approach to balance fit and fidelity in the adaptation of an evidence-based program. Collaboration with community members ensured that the components of the curriculum that were adapted were culturally appropriate and relevant within the local community context.

  6. 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

  7. Native Geoscience: Pathways to Knowledge

    Science.gov (United States)

    Bolman, J. R.; Seielstad, G.

    2006-12-01

    We are living in a definite time of change. Distinct changes are being experienced in our most sacred and natural environments. This is especially true on Native lands. Native people have lived for millennia in distinct and unique ways. The knowledge of balancing the needs of people with the needs of our natural environments is paramount in all tribal societies. This inherent accumulated knowledge has become the foundation on which to build a "blended" contemporary understanding of western science. The Dakota's and Northern California have embraced the critical need of understanding successful tribal strategies to engage educational systems (K-12 and higher education), to bring to prominence the professional development opportunities forged through working with tribal peoples and ensure the continued growth of Native earth and environmental scientists The presentation will highlight: 1) past and present philosophies on building and maintaining Native/Tribal students in earth and environmental sciences; 2) successful educational programs/activities in PreK-Ph.D. systems; 3) current Native leadership development in earth and environmental sciences; and 4) forward thinking for creating proaction collaborations addressing sustainable environmental, educational and social infrastructures for all people. Humboldt State University (HSU) and the University of North Dakota's Northern Great Plains Center for People and the Environment and the Upper Midwest Aerospace Consortium (UMAC) have been recognized nationally for their partnerships with Native communities. Unique collaborations are emerging "bridging" Native people across geographic areas in developing educational/research experiences which integrate the distinctive earth/environmental knowledge of tribal people. The presentation will highlight currently funded projects and initiatives as well as success stories of emerging Native earth system students and scientists.

  8. 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

  9. IT Workforce: Key Practices Help Ensure Strong Integrated Program Teams; Selected Departments Need to Assess Skill Gaps

    Science.gov (United States)

    2016-11-01

    team. For the purposes of this report , we adopted terminology that has been used by OMB— integrated program teams. 6DOD Guide to Integrated Product...Corporation. 34In 2001, we reported that two elements are essential to determining whether a team is in fact an integrated product team: the knowledge and... stakeholders through weekly or monthly status reports , monthly or quarterly interim project reviews, and milestone briefings. • Representatives

  10. Embedding Data Stewardship in Geoscience Australia

    Science.gov (United States)

    Bastrakova, I.; Fyfe, S.

    2013-12-01

    Ten years of technological innovation now enable vast amounts of data to be collected, managed, processed and shared. At the same time, organisations have witnessed government legislative and policy requirements for open access to public sector data, and a demand for flexibility in access to data by both machine-to-machine and human consumption. Geoscience Australia (GA) has adopted Data Stewardship as an organisation-wide initiative to improve the way we manage and share our data. The benefits to GA including: - Consolidated understanding of GA's data assets and their value to the Agency; - Recognition of the significant role of data custodianship and data management; - Well-defined governance, policies, standards, practices and accountabilities that promote the accessibility, quality and interoperability of GA's data; - Integration of disparate data sets into cohesive information products available online in real time and equally accessible to researchers, government, industry and the public. Although the theory behind data stewardship is well-defined and accepted and the benefits are generally well-understood, practical implementation requires an organisation to prepare for a long-term commitment of resources, both financial and human. Fundamentally this involves: 1. Raising awareness in the organisation of the need for data stewardship and the challenges this entails; 2. Establishing a data stewardship framework including a data governance office to set policy and drive organisational change; and 3. Embedding the functions and a culture of data stewardship into business as usual operations. GA holds a vast amount of data ranging from petabytes of Big Data to significant quantities of relatively small ';long tail' geoscientific observations and measurements. Over the past four years, GA has undertaken strategic activities that prepare us for Data Stewardship: - Organisation-wide audits of GA's data holdings and identification of custodians for each dataset

  11. Temporal Ontologies for Geoscience: Alignment Challenges

    Science.gov (United States)

    Cox, S. J. D.

    2014-12-01

    Time is a central concept in geoscience. Geologic histories are composed of sequences of geologic processes and events. Calibration of their timing ties a local history into a broader context, and enables correlation of events between locations. The geologic timescale is standardized in the International Chronostratigraphic Chart, which specifies interval names, and calibrations for the ages of the interval boundaries. Time is also a key concept in the world at large. A number of general purpose temporal ontologies have been developed, both stand-alone and as parts of general purpose or upper ontologies. A temporal ontology for geoscience should apply or extend a suitable general purpose temporal ontology. However, geologic time presents two challenges: Geology involves greater spans of time than in other temporal ontologies, inconsistent with the year-month-day/hour-minute-second formalization that is a basic assumption of most general purpose temporal schemes; The geologic timescale is a temporal topology. Its calibration in terms of an absolute (numeric) scale is a scientific issue in its own right supporting a significant community. In contrast, the general purpose temporal ontologies are premised on exact numeric values for temporal position, and do not allow for temporal topology as a primary structure. We have developed an ontology for the geologic timescale to account for these concerns. It uses the ISO 19108 distinctions between different types of temporal reference system, also linking to an explicit temporal topology model. Stratotypes used in the calibration process are modelled as sampling-features following the ISO 19156 Observations and Measurements model. A joint OGC-W3C harmonization project is underway, with standardization of the W3C OWL-Time ontology as one of its tasks. The insights gained from the geologic timescale ontology will assist in development of a general ontology capable of modelling a richer set of use-cases from geoscience.

  12. 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

  13. The Global ASTER Geoscience and Mineralogical Maps

    Science.gov (United States)

    Abrams, M.

    2017-12-01

    In 2012, Australia's Commonwealth Scientific and Industrial Research Organization (CSIRO) released 17 Geoscience mineral maps for the continent of Australia We are producing the CSIRO Geoscience data products for the entire land surface of the Earth. These maps are created from Advanced Spacecraft Thermal Emission and Reflection Radiometer (ASTER) data, acquired between 2000 and 2008. ASTER, onboard the United States' Terra satellite, is part of NASA's Earth Observing System. This multispectral satellite system has 14 spectral bands spanning: the visible and near-infrared (VNIR) @ 15 m pixel resolution; shortwave-infrared (SWIR) @ 30 m pixel resolution; and thermal infrared (TIR) @ 90 m pixel resolution. In a polar-orbit, ASTER acquires a 60 km swath of data.The CSIRO maps are the first continental-scale mineral maps generated from an imaging satellite designed to measure clays, quartz and other minerals. Besides their obvious use in resource exploration, the data have applicability to climatological studies. Over Australia, these satellite mineral maps improved our understanding of weathering, erosional and depositional processes in the context of changing weather, climate and tectonics. The clay composition map showed how kaolinite has developed over tectonically stable continental crust in response to deep weathering. The same clay composition map, in combination with one sensitive to water content, enabled the discrimination of illite from montmorillonite clays that typically develop in large depositional environments over thin (sinking) continental crust. This product was also used to measure temporal gains/losses of surface clay caused by periodic wind erosion (dust) and rainfall inundation (flood) events. The two-year project is undertaken by JPL with collaboration from CSIRO. JPL has in-house the entire ASTER global archive of Level 1B image data—more than 1,500,000 scenes. This cloud-screened and vegetation-masked data set will be the basis for creation

  14. 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

  15. Geo-Sandbox: An Interactive Geoscience Training Tool with Analytics to Better Understand Student Problem Solving Approaches

    Science.gov (United States)

    Butt, N.; Pidlisecky, A.; Ganshorn, H.; Cockett, R.

    2015-12-01

    The software company 3 Point Science has developed three interactive learning programs designed to teach, test and practice visualization skills and geoscience concepts. A study was conducted with 21 geoscience students at the University of Calgary who participated in 2 hour sessions of software interaction and written pre and post-tests. Computer and SMART touch table interfaces were used to analyze user interaction, problem solving methods and visualization skills. By understanding and pinpointing user problem solving methods it is possible to reconstruct viewpoints and thought processes. This could allow us to give personalized feedback in real time, informing the user of problem solving tips and possible misconceptions.

  16. Minority Institutions Collaboration in Geoscience Education and Research

    Science.gov (United States)

    Morris, P. A.; Austin, S. A.; Johnson, L. P.; Salgado, C.; Walter, D. K.

    2007-12-01

    The Minority University Consortium for Earth and Space Sciences (MUCESS) is a collaboration among four diverse minority institutions to increase the number of underrepresented students pursuing professional and research careers in Earth and Atmospheric Science and Space Science. The institutions that comprise MUCESS include the University of Houston-Downtown (Hispanic Serving Institution), Medgar Evers College (Other Minority University), Norfolk State University (Historically Black College/University) and South Carolina State University (Historically Black College/University). MUCESS collaborations span a range of projects in research, education and outreach in Earth and Space Science. This includes faculty research, undergraduate internships and student exchanges among our institutions as well as outreach to K-12 schools and the general public. MUCESS has recently received an award from the National Science Foundation under Solicitation NSF 04-590 "Opportunities for Enhancing Diversity in the Geosciences (OEDG)". Under this award faculty and students will be engaged in research (both undergraduate and graduate) in atmospheric science through ozonesonde launches to better understand the distribution and transport of ozone in the lower troposphere. Faculty and students will also participate in ozone observations for validation of instruments onboard the NASA Aura satellite. Additional balloon payloads will include instruments such as temperature and data logger sensors, carbon dioxide detectors, Geiger counters and digital and analog cameras. Launches will originate from Texas, New York, Vermont, South Carolina and elsewhere. This presentation describes the formation of MUCESS and the collaborative undergraduate research and outreach projects spanning six or more years. It also describes the evolution of the joint ozone investigation as well as planned activities supported by the NSF Geoscience Diversity award. Funding for the work described has been provided by

  17. 3D Printing and Digital Rock Physics for the Geosciences

    Science.gov (United States)

    Martinez, M. J.; Yoon, H.; Dewers, T. A.

    2014-12-01

    Imaging techniques for the analysis of porous structures have revolutionized our ability to quantitatively characterize geomaterials. For example, digital representations of rock from CT images and physics modeling based on these pore structures provide the opportunity to further advance our quantitative understanding of fluid flow, geomechanics, and geochemistry, and the emergence of coupled behaviors. Additive manufacturing, commonly known as 3D printing, has revolutionized production of custom parts, to the point where parts might be cheaper to print than to make by traditional means in a plant and ship. Some key benefits of additive manufacturing include short lead times, complex shapes, parts on demand, zero required inventory and less material waste. Even subtractive processing, such as milling and etching, may be economized by additive manufacturing. For the geosciences, recent advances in 3D printing technology may be co-opted to print reproducible porous structures derived from CT-imaging of actual rocks for experimental testing. The use of 3D printed microstructure allows us to surmount typical problems associated with sample-to-sample heterogeneity that plague rock physics testing and to test material response independent from pore-structure variability. Together, imaging, digital rocks and 3D printing potentially enables a new workflow for understanding coupled geophysical processes in a real, but well-defined setting circumventing typical issues associated with reproducibility, enabling full characterization and thus connection of physical phenomena to structure. In this talk we will discuss the possibilities that the marriage of these technologies can bring to geosciences, including examples from our current research initiatives in developing constitutive laws for transport and geomechanics via digital rock physics. Sandia National Laboratories is a multi-program laboratory managed and operated by Sandia Corporation, a wholly owned subsidiary of

  18. Technologies for utilizing natural resources create new job opportunities in the geosciences in developing countries

    Science.gov (United States)

    Aswathanarayana, U.

    Water, soils, minerals, and biota constitute a community's most significant natural resources. Innovations in technology are generating new jobs in converting into a resource what was yesterday a non-resource; in developing process and control technologies to minimize wastes; and in waste recycling.“Resources are not, they become,” in the words of Zimmerman. In the case of the developing countries, the technologies of choice have not only to be ecologically sustainable and economically viable, but more importantly, employment generating. The new kinds of jobs—for example, in poverty alleviation projects via micro-enterprises based on value-added processing of natural resources—have a strong environmental relevance and tend to lie at the interface of several traditional scientific disciplines. Geoscience graduates in the developing countries are best placed to take advantage of these new job opportunities involving Earth materials, but only if they are exposed to broad-based geoscience instruction.

  19. 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…

  20. Science Diplomacy in the Geosciences (Invited)

    Science.gov (United States)

    Sztein, E.; Casadevall, T.

    2013-12-01

    Science can provide advice to inform and support foreign policy objectives (science in diplomacy), diplomacy can facilitate international scientific cooperation (diplomacy for science), and scientific cooperation can improve international relations (science for diplomacy) (The Royal Society, 2010). Historically, science policy and science diplomacy have served to both build relationships with other countries, to raise the status of science across borders, and to produce concrete scientific/societal results. International scientific cooperation is necessary for the advancement of science in the U.S. and abroad, among other societal benefits. Among the wide spectrum of scientific challenges, natural hazards and global environmental change are of great international importance, not only for the development of the intellectual pursuit of science, but because of their very concrete effects on populations and natural systems. In general, science diplomacy policy is determined at the political level through bilateral and multilateral science and technology agreements and partnerships, while the practice of science diplomacy is usually in the hands of individual scientists. Among the U.S. government efforts are the Department of State's Science Envoy program (mostly active in Muslim-majority nations) and the United States Geological Survey-Office of Foreign Disaster Assistance's Volcano Disaster Assistance Program. Individual scientists and their institutions establish collaborations one-on-one, in small principal investigator or research group collaborations, in bilateral agreements between universities, or in activities organized under the auspices of larger programs, such as those of scientific unions or international organizations (National Research Council, 2012). Among many programs, the U.S. has strong participation in the Intergovernmental Panel on Climate Change (IPCC), and in Future Earth (a global environmental change initiative) and the Integrated Research on

  1. A randomized controlled trial of strong minds: A school-based mental health program combining acceptance and commitment therapy and positive psychology.

    Science.gov (United States)

    Burckhardt, Rowan; Manicavasagar, Vijaya; Batterham, Philip J; Hadzi-Pavlovic, Dusan

    2016-08-01

    To date, most early intervention programs have been based on emotion regulation strategies that address dysfunctional cognitive appraisals, problem-solving skills, and rumination. Another emotion regulation strategy, 'acceptance' training, has largely been overlooked. To examine the efficacy of this strategy, a school-based mental health program combining positive psychology with acceptance and commitment therapy (Strong Minds) was evaluated in a randomized controlled trial with a sample of 267 Year 10 and 11 high-school students in Sydney, Australia. Mixed models for repeated measures examined whether the program led to reductions in symptoms amongst students who commenced the program with high depression, anxiety, and stress scores, and increased wellbeing scores amongst all students. Results demonstrated that compared to controls, participants in the Strong Minds condition with elevated symptom scores (n=63) reported significant reductions in depression (p=.047), stress (p=.01), and composite depression/anxiety symptoms (p=.02) with medium to strong effect sizes (Cohen's d=0.53, 0.74, and 0.57, respectively). Increased wellbeing (p=.03) in the total sample and decreased anxiety scores (p=.048) for students with elevated symptoms were significant for Year 10 students with medium effect sizes (Cohen's d=0.43 and 0.54, respectively). This study tentatively suggests that including the emotion regulation strategy of acceptance in early intervention programs may be effective in reducing symptoms and improving wellbeing in high school students. Further research to investigate the generalizability of these findings is warranted. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  2. Cost-effectiveness of the strong African American families-teen program: 1-year follow-up.

    Science.gov (United States)

    Ingels, Justin B; Corso, Phaedra S; Kogan, Steve M; Brody, Gene H

    2013-12-01

    Alcohol use poses a major threat to the health and well being of rural African American adolescents by negatively impacting academic performance, health, and safety. However, rigorous economic evaluations of prevention programs targeting this population are scarce. Cost-effectiveness analyses were conducted of SAAF-T relative to an attention-control intervention (ACI), as part of a randomized prevention trial. Outcomes of interest were the number of alcohol use and binge drinking episodes prevented, one year following the intervention. Incremental cost-effectiveness ratios (ICERs) and cost-effectiveness acceptability curves (CEACs) were used to determine the cost-effectiveness of SAAF-T compared to the ACI intervention. For the 473 participating youth completing baseline and follow-up assessments, the incremental per participant costs were $168, while the incremental per participant effects were 3.39 episodes of alcohol use prevented and 1.36 episodes of binge drinking prevented. Compared to the ACI intervention, the SAAF-T program cost $50 per reduction in an alcohol use episode and $123 per reduced episode of binge drinking. For the CEACs, at thresholds of $100 and $440, SAAF-T has at least a 90% probability of being cost-effective, relative to the ACI, for reductions in alcohol use and binge drinking episodes, respectively. The SAAF-T intervention provides a potentially cost-effective means for reducing the African American youths' alcohol use and binge drinking episodes. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  3. 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

  4. In Brief: Awards for best geoscience publications

    Science.gov (United States)

    Showstack, Randy

    2008-01-01

    Four Earth science publications were honored by the Geoscience Information Society (GSIS) at its meeting held in conjunction with the 2007 meeting of the Geological Society of America. The four-volume Encyclopedia of Quaternary Science, published by Elsevier in 2007, received the Mary B. Ansari Best Reference Work Award as an outstanding reference work in the field of geoscience information published during the previous 3 years. Lura E. Joseph, associate professor of administration and geology librarian at the University of Illinois at Urbana-Champaign, received the GSIS Best Paper Award for her article, ``Image and figure quality: A study of Elsevier's Earth and Planetary Sciences electronic journal back file package,'' published in the September-December 2006 issue of Library Collections, Acquisitions, and Technical Services. The Best Guidebook Award recognized two books: Geology of the Chama Basin, published by the New Mexico Geological Society in 2005, and 1906 San Francisco Earthquake Centennial Field Guides, published by the Geological Society of America in 2006. For more information, visit the Web site: http://www.geoinfo.org.

  5. Geosciences Student Recruitment Strategies at California State University, Long Beach (CSULB): Earth System Science/Community-Research Based Education Partnerships

    Science.gov (United States)

    Ambos, E. L.; Behl, R.; Whitney, D.; Rodrigue, C.; Wechsler, S.; Holk, G.; Lee, C.; Francis, R. D.; Larson, D.

    2005-12-01

    Collaborations among geoscience-oriented departments at California State University, Long Beach (Geological Sciences, as well as portions of the Geography and Anthropology departments and a new, fast-growing Environmental Sciences and Policy (ES&P) program) are characterized by attention to three important elements: (1) community-based partnerships and research, (2) outreach and continuity within educational pipeline transitions from high school, to community college, to university, and, (3) sharing of resources and expertise. Three specific collaborations, (1) creation of the ES&P, (2) the NSF-funded Geoscience Diversity Enhancement Program (GDEP), and, (3) the Institute for Interdisciplinary Research on Materials, Environment, and Societies (IIRMES), are powerful illustrations of how these collaborations can work to foster geoscience student recruitment and academic development, particularly at urban, highly diverse institutions with limited resources. Through a combination of student surveys, focus groups, and institutional research supported by the GDEP program, we know (e.g., Whitney et al., 2005) that non-Caucasian students often express less affinity for the geosciences as a focus of study than Caucasians. Early exposure to positive field and laboratory experiences, better understanding of geoscience career possibilities, and better advising at high school and college levels are all excellent strategies for heightening student interest and recruitment in the geosciences, yet appear to be lacking for many of the students in the greater Long Beach, California area. GDEP, ES&P, and IIRMES all challenge these lacunae by emphasizing hands-on learning, research on relevant community-based problems, and one-on-one or small group research, advising and mentoring. Our current challenge is to help our high-school and community-college colleagues adopt their own model of these active-learning strategies, thereby priming the pump and patching the pipe(line) for student

  6. Geoscience terminology for data interchange: the CGI Geoscience Terminology Work Group (Invited)

    Science.gov (United States)

    Richard, S. M.; Gtwg, G.

    2013-12-01

    The Commission for the Management and Application of Geoscience Information (CGI), a Commission of the International Union of Geological Sciences (IUGS) has formed the Geoscience Terminology Working Group (GTWG, http://www.cgi-iugs.org/tech_collaboration/ geoscience_terminology_ working_group.html) to unify vocabulary development efforts of the Multhes working group of the 1990s, the Multilingual Thesaurus Working Group (MLT) formed in 2003, and the Concept Definition Task Group formed in 2007. The workgroup charge is to develop, review, adopt, publish, and steward vocabularies and associated documentation for use in geoscience information systems. The group will develop liaisons with other semantic interoperability groups to ensure cross-domain interoperability. The objective is to create vocabularies that bind URIs to geoscience concepts, and allow linking between concepts in the CGI vocabularies and other vocabularies such as SWEET, GEMET, and the GCMD. Representations of the concepts use SKOS RDF/XML and a standardized vocabulary service that to enable navigating links to concepts, accessing definitions, and obtaining language-localized labels for concepts. The SISSvoc service developed by CSIRO Australia has been deployed for CGI vocabulary services. Vocabularies are currently constructed by gathering candidate terms in spreadsheet tables because these are easy for text editing and review. When the vocabulary is mature, it is migrated into SKOS, an RDF application for encoding concepts with identifiers, definitions, source information, standard thesaurus type relationships, and language-localized labels. Each vocabulary is 'shepherded' by a GTWG member, who is responsible for organizing a team to compile a draft vocabulary, present it for review by appropriate authorities, respond to review comments, and determine when the vocabulary is ready for adoption by a vote of the workgroup. The first meeting of the work group took place, hosted by VSEGEI in St

  7. 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

  8. 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.

  9. A Unique Partnership to Promote Diversity in the Geosciences, San Jose, California

    Science.gov (United States)

    Sedlock, R.; Metzger, E.; Johnson, D.

    2006-12-01

    We report here on a particularly satisfying partnership of academic institutions that focuses on enhancing the participation of underrepresented students in the geosciences. The Bay Area Earth Science Institute (BAESI) at San José State University (SJSU) has provided professional development opportunities to over 1,500 area teachers since 1990. BAESI offerings include summer and weekend workshops, field trips, classroom visits, and a lending library of curricula, sample sets, A/V materials, and equipment. The National Hispanic University (NHU) is a private, non-profit university that enrolls about 700 students, 80% of whom are of Hispanic descent. Another 13% are from other minority groups, 74% are from low-income families, and 70% are women. NHU houses the Latino College Preparatory Academy (LCPA), a charter high school that provides an alternative for students who struggle in traditional schools due to language issues. In the 1990s, administrators at SJSU and NHU set up formal agreements about course articulation, reciprocity, and joint degree programs. In 2002, informal discussions between BAESI and NHU staff led to collaboration on an NSF proposal to strengthen NHU's geoscience curriculum. Since then, the scope of BAESI-NHU actions has expanded greatly: (1) NHU and LCPA staff attended a week-long BAESI professional development workshop funded by NSF, and have attended numerous BAESI field trips. (2) BAESI staff visit NHU and LCPA classrooms to showcase SJSU's Geology Department and to enrich existing Chemistry and Physics classes with geoscience applications. (3) A nascent "Geologist-In-Residence" program pairs SJSU geology students with teachers at LCPA. (4) NHU students have interned with Metzger on local research projects. (5) BAESI brokered donation of an extensive USGS rock collection to NHU. (6) NHU, BAESI, and NASA-Ames staff collaborate on an online Earth Science curriculum for middle-school teachers. (7) We will adapt BAESI summer workshops to a one

  10. 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

  11. 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

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

    Science.gov (United States)

    Laj, C. E.

    2017-12-01

    As a research scientist I have always been interested in sharing whatever I knew with the general public and with teachers, who have the responsibility of forming young people, our ambassadors to the future. The turning point in my educational activities was in 2002, when the European Geosciences Union (EGU) welcomed my proposition to develop a Committee on Education. One of the committee's main activities is the organisation of GIFT (Geosciences Information for Teachers) workshops, held annually during the EGU General Assembly. Typically, these workshops bring together about 80 teachers from 20-25 different countries around a general theme that changes every year. Teachers are offered a mixture of keynote presentations by renowned scientists, and participate to classroom hands-on activities led by high-class educators. They also participate to a poster session, open to every participant to the GA, in which they can show to everyone the activities they have developed in their classroom. Therefore, EGU GIFT workshops spread first-hand scientific information to science teachers, and also offer teachers an exceptional way to networking with fellow teachers worldwide. Speakers are chosen from the academic world, national geosciences organisations such as BGS (UK), BRGM (France), INGV (Italy), the European Space Agency (ESA), CEA (France), from private companies (Total), or from International Organizations for policy makers such as the International Energy Agency (IEA), and IPCC. Since 2010, EGU GIFT workshops have been organized beyond Europe, in connection with EGU Alexander von Humboldt Conferences and other major International Conferences, or in collaboration with local or international organisations. A `Teachers at Sea' program has also been developed for teachers to be able to take part in an Oceanographic cruise. Also, in collaboration with the media manager of EGU the Committee has participated in "Planet Press", a program of geoscience press releases for

  13. Enabling Global Collaboration in the Geosciences

    Science.gov (United States)

    Klump, Jens; Allison, Lee; Asch, Kristine; Fox, Peter; Gundersen, Linda; Jackson, Ian; Loewe, Peter; Snyder, Walter S.; Ritschel, Bernd

    2008-12-01

    Geoinformatics 2008; Potsdam, Germany, 11-13 June 2008; Scientists are facing an increasing flood of data and information in the Earth sciences from which they try to distill knowledge. The emerging discipline of geoinformatics brings together the tools necessary to create and make accessible the knowledge needed to respond to society's complex challenges, such as climate change, new energy and mineral resources, new sources of water, and protecting environmental and human health. Globalization of geoinformatics-based research and education in support of meeting societal challenges was the theme for the Geoinformatics 2008 conference, which was held at the German Research Centre for Geosciences, in Potsdam, Germany. Participants came from China, France, Germany, Japan, Netherlands, Russia, Switzerland, the United Kingdom, and the United States, representing academic institutions, national research centers, and government agencies.

  14. 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.

  15. Radon applications in geosciences - Progress and perspectives

    International Nuclear Information System (INIS)

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

    2015-01-01

    During the last decades, the radioactive noble gas radon has found a variety of geo-scientific 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. (authors)

  16. Strengthening International Collaboration: Geosciences Research and Education in Developing Countries

    Science.gov (United States)

    Fucugauchi, J. U.

    2009-05-01

    Geophysical research increasingly requires global multidisciplinary approaches and global integration. Global warming, increasing CO2 levels and increased needs of mineral and energy resources emphasize impact of human activities. The planetary view of our Earth as a deeply complex interconnected system also emphasizes the need of international scientific cooperation. International collaboration presents an immense potential and is urgently needed for further development of geosciences research and education. In analyzing international collaboration a relevant aspect is the role of scientific societies. Societies organize meetings, publish journals and books and promote cooperation through academic exchange activities and can further assist communities in developing countries providing and facilitating access to scientific literature, attendance to international meetings, short and long-term stays and student and young researcher mobility. Developing countries present additional challenges resulting from limited economic resources and social and political problems. Most countries urgently require improved educational and research programs. Needed are in-depth analyses of infrastructure and human resources and identification of major problems and needs. Questions may include what are the major limitations and needs in research and postgraduate education in developing countries? what and how should international collaboration do? and what are the roles of individuals, academic institutions, funding agencies, scientific societies? Here we attempt to examine some of these questions with reference to case examples and AGU role. We focus on current situation, size and characteristics of research community, education programs, facilities, economic support, and then move to perspectives for potential development in an international context.

  17. Utilizing Windows Azure to Support Geo-science Applications

    Science.gov (United States)

    Xia, J.

    2014-12-01

    Windows Azure is a cloud computing platform and infrastructure, created by Microsoft for developing, deploying and managing applications through global networks. It provides Platform as a service (PaaS) which have been widely used in different domains to support scientific studies. This paper experiences the feasibility of utilizing Windows Azure to support different type of geo-science applications. Specially, the load balancing feature of Azure is used to address intensive concurrent access for geo-science data; cloud-based database is utilized for support Big Spatial data management; and the global deployment feature is used to improve the evaluation accuracy for geo-science services.

  18. 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.

  19. SCOOL: A NASA Geoscience Education Success in Latin America

    Science.gov (United States)

    Chambers, L. H.; Fischer, J. D.; Moore, S. W.; Rogerson, T. M.

    2006-12-01

    Students' Cloud Observations On-Line (S'COOL), better known to our Latin American participants as "Observaciones Estudiantiles de las Nubes", has been influencing the way some Latin American students learn to appreciate the geosciences since 1998. Through a collaborative effort between NASA and thousands of schools across the globe, a mutually beneficial relationship has been created that captures the essence of and serves as a model for programs that leverage opportunities between the scientific and education communities. S'COOL is one of a handful of programs that provides solutions to the needs voiced by Latin American educators for educational resources that stimulate student interest in the geosciences. S'COOL is a hands-on project that involves schools of every grade in collaborative Earth climate research with NASA scientists. Students make ground truth observations and record the type, amount, and features of clouds in the sky at the time a NASA satellite passes over their location. Aside from learning the basic cloud characteristics, students benefit by having access to experts in the field of atmospheric science and also to a database of information that can be utilized in analytical studies. Scientists benefit from tens of thousands of observations sent into the database and used to validate the Cloud and the Earth's Radiant Energy System (CERES) instrument on-board the new generation NASA Earth Observing satellites: Terra and Aqua. To observe and send results to NASA, teachers and students go through the following three steps: 1) obtain the satellite overpass schedule, 2) observe the clouds and record the observation on the report form provided, 3) record the observations in the NASA database. To facilitate communication with many countries and to help teachers to prepare introductory lessons on clouds and meteorology, NASA provides educational materials and report forms in a number of languages including Spanish. As a result, schools from 68 countries

  20. 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.

  1. 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

  2. Effect of the Strong4Life School Nutrition Program on Cafeterias and on Manager and Staff Member Knowledge and Practice, Georgia, 2015.

    Science.gov (United States)

    Rajbhandari-Thapa, Janani; Bennett, Ashley; Keong, Farrah; Palmer, Wendy; Hardy, Trisha; Welsh, Jean

    The goal of the Strong4Life School Nutrition Program is to promote healthy eating in school cafeterias in Georgia by training school nutrition managers and staff members to implement changes in the cafeteria to nudge children to make healthier choices. The objective of our study was to evaluate program effect on (1) school nutrition manager and staff member knowledge of evidence-based strategies and their self-efficacy to make positive changes, (2) the school cafeteria environment, and (3) National School Lunch Program participation. We assessed changes in participant knowledge, beliefs, and self-efficacy by administering a survey before and after training (February-July 2015); a follow-up survey (3 school months posttraining) assessed changes in the cafeteria. A total of 842 school nutrition managers and staff members were trained and completed pre- and posttraining surveys; 325 managers completed the follow-up survey. We used cafeteria records from a subsample of the first schools trained (40 intervention and 40 control) to assess National School Lunch Program participation. From pretraining to posttraining, we found a significant increase in manager and staff member (n = 842) knowledge of strategies for enhancing taste perception through the use of creative menu item names (from 78% to 95%, P food placement in the lunch line influences food selection (from 78% to 95%, P cafeteria environment (from 91% to 96%, P 2 locations, P School Lunch Program participation did not change significantly. Training cafeteria managers and staff members in Smarter Lunchrooms Movement techniques may be an effective way to make changes in the school cafeteria environment to encourage healthier choices among students. Additional studies allowing time for more complex changes to be implemented are needed to assess the full effect of the program.

  3. 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

  4. Note on: 'EMLCLLER-A program for computing the EM response of a large loop source over a layered earth model' by N.P. Singh and T. Mogi, Computers & Geosciences 29 (2003) 1301-1307

    Science.gov (United States)

    Jamie, Majid

    2016-11-01

    Singh and Mogi (2003) presented a forward modeling (FWD) program, coded in FORTRAN 77 called "EMLCLLER", which is capable of computing the frequency-domain electromagnetic (EM) response of a large circular loop, in terms of vertical magnetic component (Hz), over 1D layer earth models; computations at this program could be performed by assuming variable transmitter-receiver configurations and incorporating both conduction and displacement currents into computations. Integral equations at this program are computed through digital linear filters based on the Hankel transforms together with analytic solutions based on hyper-geometric functions. Despite capabilities of EMLCLLER, there are some mistakes at this program that make its FWD results unreliable. The mistakes in EMLCLLER arise in using wrong algorithm for computing reflection coefficient of the EM wave in TE-mode (rTE), and using flawed algorithms for computing phase and normalized phase values relating to Hz; in this paper corrected form of these mistakes are presented. Moreover, in order to illustrate how these mistakes can affect FWD results, EMLCLLER and corrected version of this program presented in this paper titled "EMLCLLER_Corr" are conducted on different two- and three-layered earth models; afterwards their FWD results in terms of real and imaginary parts of Hz, its normalized amplitude, and the corresponding normalized phase curves are plotted versus frequency and compared to each other. In addition, in Singh and Mogi (2003) extra derivations for computing radial component of the magnetic field (Hr) and angular component of the electric field (Eϕ) are also presented where the numerical solution presented for Hr is incorrect; in this paper the correct numerical solution for this derivation is also presented.

  5. Does Question Structure Affect Exam Performance in the Geosciences?

    Science.gov (United States)

    Day, E. A.; D'Arcy, M. K.; Craig, L.; Streule, M. J.; Passmore, E.; Irving, J. C. E.

    2015-12-01

    The jump to university level exams can be challenging for some students, often resulting in poor marks, which may be detrimental to their confidence and ultimately affect their overall degree class. Previous studies have found that question structure can have a strong impact on the performance of students in college level exams (see Gibson et al., 2015, for a discussion of its impact on physics undergraduates). Here, we investigate the effect of question structure on the exam results of geology and geophysics undergraduate students. Specifically, we analyse the performance of students in questions that have a 'scaffolded' framework and compare them to their performance in open-ended questions and coursework. We also investigate if observed differences in exam performance are correlated with the educational background and gender of students, amongst other factors. It is important for all students to be able to access their degree courses, no matter what their backgrounds may be. Broadening participation in the geosciences relies on removing systematic barriers to achievement. Therefore we recommend that exams are either structured with scaffolding in questions at lower levels, or students are explicitly prepared for this transition. We also recommend that longitudinal studies of exam performance are conducted within individual departments, and this work outlines one approach to analysing performance data.

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

    Science.gov (United States)

    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

  7. National Geoscience Data Repository System, Phase II. Final report, January 30, 1995--January 28, 1997

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    1998-04-01

    The American Geological Institute (AGI) has completed Phase II 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 United States 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. To address this opportunity, AGI sought support from the Department of Energy (DOE) in 1994 to initiate the NGDRS Phase I feasibility study to determine the types and quantity of data that companies would be willing to donate. The petroleum and mining companies surveyed indicated that they were willing to donate approximately five million well logs, one hundred million miles of seismic reflection data, millions of linear feet of core and cuttings, and a variety of other types of scientific data. Based on the positive results of the Phase I study, AGI undertook Phase II of the program in 1995. Funded jointly by DOE and industry, Phase II 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.

  8. Increasing diversity in the geosciences through the AfricaArray geophysics field course

    Science.gov (United States)

    Vallejo, G.; Emry, E.; Galindo, B. L.; Carranza, V.; Gomez, C. D.; Ortiz, K.; Castro, J. G.; Guandique, J.; Falzone, C.; Webb, S. J.; Manzi, M.; Mngadi, S. B.; Stephens, K.; Chinamora, B.; Whitehead, R.; de Villiers, D. P.; Tshitlho, K.; Delhaye, R. P.; Smith, J. A.; Nyblade, A.

    2014-12-01

    For the past nine years, the AfricaArray diversity program, sponsored by industry, the National Science Foundation, and several partnering universities have supported outstanding U.S. STEM underrepresented minority undergraduates to gain field experience in near-surface geophysical techniques during an 8-week summer program at Penn State University and the University of Witwatersrand (Wits). The AfricaArray geophysics field school, which is run by Wits, has been teaching field-based geophysics to African students for over a decade. In the first 2-3 weeks of the program, the U.S. students are given basic instruction in near-surface geophysics, South African geology, and South African history and culture. The students then join the Wits AfricaArray geophysics field school - working alongside Wits students and students from several other African universities to map the shallow subsurface in prospective areas of South Africa for platinum mining. In addition to the primary goals of collecting and interpreting gravity, magnetic, resistivity, seismic refraction, seismic reflection, and EM data, students spend time mapping geologic units and gathering information on the physical properties of the rocks in the region (i.e. seismic velocity, density, and magnetic susceptibility). Subsurface targets include mafic dikes, faults, the water table, and overburden thickness. Upon returning to the U.S., students spend 2-3 weeks finalizing their project reports and presentations. The program has been effective at not only providing students with fundamental skills in applied geophysics, but also in fostering multicultural relationships, preparing students for graduate work in the geosciences, and attracting STEM students into the geosciences. Student presenters will discuss their experiences gained through the field school and give their impressions about how the program works towards the goal of increasing diversity in the geosciences in the U.S.

  9. Geoscience Education Research, Development, and Practice at Arizona State University

    Science.gov (United States)

    Semken, S. C.; Reynolds, S. J.; Johnson, J.; Baker, D. R.; Luft, J.; Middleton, J.

    2009-12-01

    Geoscience education research and professional development thrive in an authentically trans-disciplinary environment at Arizona State University (ASU), benefiting from a long history of mutual professional respect and collaboration among STEM disciplinary researchers and STEM education researchers--many of whom hold national and international stature. Earth science education majors (pre-service teachers), geoscience-education graduate students, and practicing STEM teachers richly benefit from this interaction, which includes team teaching of methods and research courses, joint mentoring of graduate students, and collaboration on professional development projects and externally funded research. The geologically, culturally, and historically rich Southwest offers a superb setting for studies of formal and informal teaching and learning, and ASU graduates the most STEM teachers of any university in the region. Research on geoscience teaching and learning at ASU is primarily conducted by three geoscience faculty in the School of Earth and Space Exploration and three science-education faculty in the Mary Lou Fulton Institute and Graduate School of Education. Additional collaborators are based in the College of Teacher Education and Leadership, other STEM schools and departments, and the Center for Research on Education in Science, Mathematics, Engineering, and Technology (CRESMET). Funding sources include NSF, NASA, US Dept Ed, Arizona Board of Regents, and corporations such as Resolution Copper. Current areas of active research at ASU include: Visualization in geoscience learning; Place attachment and sense of place in geoscience learning; Affective domain in geoscience learning; Culturally based differences in geoscience concepts; Use of annotated concept sketches in learning, teaching, and assessment; Student interactions with textbooks in introductory courses; Strategic recruitment and retention of secondary-school Earth science teachers; Research-based professional

  10. The Efficacy of “Parenting the Strong-Willed Child” Program for Mothers’ Parenting Practices and Children’s Behavioral Problems

    Directory of Open Access Journals (Sweden)

    حمیده حاجی سیدرضی

    2015-04-01

    Full Text Available The efficacy of a parent-training program based on “Strong Willed Children” for promoting mother’s parenting practices and decreasing childrenn’s behavioural problems was examined among families with 4-6 years old children. A sample of 25 volunteer mothers (mean age=30 and their children from play houses were collected and assigned into intervention (n=13 and comparison (n=12 groups. Parents completed measures of Children’s Reports of Parental Behavior Inventory (CRPBI; Margolies & Weintraub, 1977; including three dimensions of acceptance/rejection, psychological autonomy/ psychological control, firm control/ permissive control; and Eyberg Child Behavior Inventory (ECBI; Eyberg & Ross, 1978. Intervention group participated in a 6 -session of Parent training program weekly. The results showed that Parent training program significantly improved the parenting practices and firm control of mothers in experimental group. No significant differences was found in other dimensions of parenting practices and children’s behavioural problems among two groups. Explanations for obtaining different outcomes for behavioural problems and some dimensions of parenting based on cultural differences, measurements and length of the programme were discussed.

  11. 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

  12. Improving Scientific Writing in Undergraduate Geosciences Degrees Through Peer Review

    Science.gov (United States)

    Day, E. A.; Collins, G. S.; Craig, L.

    2016-12-01

    In the British educational system, students specialise early. Often geoscience undergraduates have not taken a class that requires extended writing since they were sixteen years old. This can make it difficult for students to develop the written skills necessary for a geoscience degree, which often has assessments in the form of essays and reports. To improve both the writing and editing skills of our undergraduates we have introduced a peer review system, in which seniors review the work of first year students. At Imperial College London we set written coursework in every year of the degree. Communication is taught and assessed in many courses. There are two major modules with substantial written components that bookend the undergraduate degree at Imperial; the freshmen all write an assessed essay, while all seniors take 'Science Communication', a course that aims to prepare them for a range of possible careers. In the 2015-16 academic year we linked these courses by introducing a modified form of peer marking and instruction. Seniors had to complete reviews of draft first year essays for credit in Science Communication. These reviews are completed for the department 'journal' and introduce the first and fourth years to the nature of peer review. Seniors learn how to critically, but kindly, evaluate the work of other students, and are also prepared for potentially submitting their senior theses to journals. Reviews were managed by volunteer seniors, who acted as associate editors. They allocated anonymous reviewers and wrote decision letters, which were sent to the freshmen before their final assessed essay submission. Ultimately the fourth year reviews were formally assessed and graded by members of staff, as were the revised and resubmitted first year essays. Feedback for both courses has improved since the introduction of student reviews of essays. The markers of the freshman essay have also commented on the improvement in the standard of the writing and a

  13. The European Network of Analytical and Experimental Laboratories for Geosciences

    Science.gov (United States)

    Freda, Carmela; Funiciello, Francesca; Meredith, Phil; Sagnotti, Leonardo; Scarlato, Piergiorgio; Troll, Valentin R.; Willingshofer, Ernst

    2013-04-01

    Integrating Earth Sciences infrastructures in Europe is the mission of the European Plate Observing System (EPOS).The integration of European analytical, experimental, and analogue laboratories plays a key role in this context and is the task of the EPOS Working Group 6 (WG6). Despite the presence in Europe of high performance infrastructures dedicated to geosciences, there is still limited collaboration in sharing facilities and best practices. The EPOS WG6 aims to overcome this limitation by pushing towards national and trans-national coordination, efficient use of current laboratory infrastructures, and future aggregation of facilities not yet included. This will be attained through the creation of common access and interoperability policies to foster and simplify personnel mobility. The EPOS ambition is to orchestrate European laboratory infrastructures with diverse, complementary tasks and competences into a single, but geographically distributed, infrastructure for rock physics, palaeomagnetism, analytical and experimental petrology and volcanology, and tectonic modeling. The WG6 is presently organizing its thematic core services within the EPOS distributed research infrastructure with the goal of joining the other EPOS communities (geologists, seismologists, volcanologists, etc...) and stakeholders (engineers, risk managers and other geosciences investigators) to: 1) develop tools and services to enhance visitor programs that will mutually benefit visitors and hosts (transnational access); 2) improve support and training activities to make facilities equally accessible to students, young researchers, and experienced users (training and dissemination); 3) collaborate in sharing technological and scientific know-how (transfer of knowledge); 4) optimize interoperability of distributed instrumentation by standardizing data collection, archive, and quality control standards (data preservation and interoperability); 5) implement a unified e-Infrastructure for data

  14. Teaching Geoscience in Place for Local Diversity and Sustainability

    Science.gov (United States)

    Semken, S.

    2008-12-01

    Globalization, careerism, media, thoughtless consumption, standardized education and assessment, and even well-meaning advocacy for far-flung environments and people all divert our attention from meaningful interaction with our own surroundings. Meanwhile, many young Americans prefer virtual realities over personal intimacy with nature. Many have lost sight of the pedagogical power of places: localities imbued with meaning by human experience. To lack a sense of local places is to be oblivious to their environmental, cultural, and aesthetic importance, and to risk acceding to their degradation. The geosciences, born and rooted in exploration of environments, have much to lose from this trend but can be pivotal in helping to reverse it. Place-based teaching is situated in local physical and cultural environments and blends experiential learning, transdisciplinary and multicultural content, and service to the community. It is advocated for its relevance and potential to engage diverse students. Authentically place-based education is informed not only by scientific knowledge of places but also by the humanistic meanings and attachments affixed to them. Leveraging and enriching the senses of place of students, teachers, and the community is a defining and desirable learning outcome. We have researched and piloted several place-based approaches to geoscience teaching at various places in the Southwest USA: at a rural Tribal College, a large urban university, and a teacher in-service program at an underserved, minority-majority rural school district. Curricula are situated in complexly evolved, ruggedly beautiful desert-mountain physical landscapes coincident with multicultural, deeply historic, but rapidly changing cultural landscapes. The organizing theme is a cyclical path of inquiry through Earth and Sky, derived from Indigenous ethnogeology; syllabi integrate geology, hydrology, climate, environmental quality, and cultural geography and are situated in real places

  15. Recent developments in the geosciences related to the siting of nuclear reactors

    International Nuclear Information System (INIS)

    Pomeroy, P.W.; Barstow, N.L.

    1986-01-01

    The authors present recent data in the geosciences that are related to the siting of nuclear reactors. The emphasis is on the Meers fault in southwestern Oklahoma which shows recent movement suggestive of a large earthquake on a structure with little or no historic activity. Earthquake recurrence intervals estimated from geological evidence of prehistoric earthquakes are reviewed and, where possible, related to recurrence intervals derived exclusively from recorded and historical earthquakes. In addition, they report an hypothesized relationship between earthquake recurrence intervals and strong ground motions

  16. 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

    Native people have lived for millennia in distinct and unique ways in our natural sacred homelands and environments. Tribal cultures are the expression of deep understandings of geosciences shared through oral histories, language and ceremonies. Today, Native people as all people are living in a definite time of change. The developing awareness of "change" brings forth an immense opportunity to expand and elevate Native geosciences knowledge, specifically in the areas of earth, wind, fire and water. At the center of "change" is the need to balance the needs of the people with the needs of the environment. Native tradition and our inherent understanding of what is "sacred above is sacred below" is the foundation for an emerging multi-faceted approach to increasing the representation of Natives in geosciences. The approach is also a pathway to assist in Tribal language revitalization, connection of oral histories and ceremonies as well as building an intergenerational teaching/learning community. Humboldt State University, Sinte Gleska University and South Dakota School of Mines and Technology in partnership with Northern California (Hoopa, Yurok, & Karuk) and Great Plains (Lakota) Tribes have nurtured Native geosciences learning communities connected to Tribal Sacred Sites and natural resources. These sites include the Black Hills (Mato Paha, Mato Tiplia, Hinhan Kaga Paha, Mako Sica etc.), Klamath River (Ishkêesh), and Hoopa Valley (Natinixwe). Native geosciences learning is centered on the themes of earth, wind, fire and water and Native application of remote sensing technologies. Tribal Elders and Native geoscientists work collaboratively providing Native families in-field experiential intergenerational learning opportunities which invite participants to immerse themselves spiritually, intellectually, physically and emotionally in the experiences. Through this immersion and experience Native students and families strengthen the circle of our future Tribal

  17. 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

  18. 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

  19. 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

  20. Remote Sensing and Geosciences for Archaeology

    Directory of Open Access Journals (Sweden)

    Deodato Tapete

    2018-01-01

    Full Text Available Archaeological remote sensing is not a novel discipline. Indeed, there is already a suite of geoscientific techniques that are regularly used by practitioners in the field, according to standards and best practice guidelines. However, (i the technological development of sensors for data capture; (ii the accessibility of new remote sensing and Earth Observation data; and (iii the awareness that a combination of different techniques can lead to retrieval of diverse and complementary information to characterize landscapes and objects of archaeological value and significance, are currently three triggers stimulating advances in methodologies for data acquisition, signal processing, and the integration and fusion of extracted information. The Special Issue “Remote Sensing and Geosciences for Archaeology” therefore presents a collection of scientific contributions that provides a sample of the state-of-the-art and forefront research in this field. Site discovery, understanding of cultural landscapes, augmented knowledge of heritage, condition assessment, and conservation are the main research and practice targets that the papers published in this Special Issue aim to address.

  1. Developing a Science Commons for Geosciences

    Science.gov (United States)

    Lenhardt, W. C.; Lander, H.

    2016-12-01

    Many scientific communities, recognizing the research possibilities inherent in data sets, have created domain specific archives such as the Incorporated Research Institutions for Seismology (iris.edu) and ClinicalTrials.gov. Though this is an important step forward, most scientists, including geoscientists, also use a variety of software tools and at least some amount of computation to conduct their research. While the archives make it simpler for scientists to locate the required data, provisioning disk space, compute resources, and network bandwidth can still require significant efforts. This challenge exists despite the wealth of resources available to researchers, namely lab IT resources, institutional IT resources, national compute resources (XSEDE, OSG), private clouds, public clouds, and the development of cyberinfrastructure technologies meant to facilitate use of those resources. Further tasks include obtaining and installing required tools for analysis and visualization. If the research effort is a collaboration or involves certain types of data, then the partners may well have additional non-scientific tasks such as securing the data and developing secure sharing methods for the data. These requirements motivate our investigations into the "Science Commons". This paper will present a working definition of a science commons, compare and contrast examples of existing science commons, and describe a project based at RENCI to implement a science commons for risk analytics. We will then explore what a similar tool might look like for the geosciences.

  2. Raft river geoscience case study, volume 1

    Science.gov (United States)

    Dolenc, M. R.; Hull, L. C.; Mizell, S. A.; Russell, B. F.; Skiba, P. A.; Strawn, J. A.; Tullis, J. A.; Garber, R.

    1981-11-01

    The Raft River Geothermal Site has been evaluated over the past eight years by the United States Geological Survey and the Idaho National Engineering Laboratory as a moderate-temperature geothermal resource. The geoscience data gathered in the drilling and testing of seven geothermal wells suggest that the Raft River thermal reservoir is: (1) produced from fractures found at the contact metamorphic zone apparently the base of detached normal faulting from the Bridge and Horse Well Fault zones of the Jim Sage Mountains; (2) anisotropic, with the major axis of hydraulic conductivity coincident to the Bridge Fault Zone; (3) hydraulically connected to the shallow thermal fluid of the Crook and BLM wells based upon both geochemistry and pressure response; (4) controlled by a mixture of diluted meteoric water recharging from the northwest and a saline sodium chloride water entering from the southwest. Although the hydrogeologic environment of the Raft River geothermal area is very complex and unique, it is typical of many Basin and Range systems.

  3. 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.

  4. Developing Short Films of Geoscience Research

    Science.gov (United States)

    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.

  5. Note on: 'EMDPLER: A F77 program for modeling the EM response of dipolar sources over the non-magnetic layer earth models' by N.P. Singh and T. Mogi, Computers & Geosciences 36 (2010) 430-440

    Science.gov (United States)

    Jamie, Majid; Mirzaei, Saeid; Mirzaei, Mahmoud

    2017-01-01

    In this paper some mistakes arising in Singh and Mogi (2010) that are: (1) wrong formulation of the intrinsic impedance of the layers of an N-layered earth (Zi) and reflection coefficient of the EM wave in TM-mode (rTM), (2) using wrong and the very same algorithms for computing reflection coefficients of the EM wave in both the TE- and the TM-mode (rTE and rTM) and (3) using flawed algorithms for computing phase and normalized phase values, relating to electric and magnetic components of the EM wave, are noted and corrected form of these mistakes are presented. Moreover, in order to illustrate how these mistakes can affect forward modeling results different two- and three-layered earth models, the same as the models used in Singh and Mogi (2010), are chosen; afterwards EMDPLER and corrected version of this program, presented in this paper titled "EMDPLER_Corr", are conducted on these models and real and imaginary parts of Hz and Hy components of the magnetic field intensity, their normalized amplitudes (|Hz /Hz0 |and|Hy /Hy0|) and the corresponding normalized phases are computed, plotted versus frequency and compared with each other.

  6. 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

  7. Examining the Motivation and Learning Strategies Use of Different Populations in Introductory Geosciences

    Science.gov (United States)

    van der Hoeven Kraft, K.; Stempien, J. A.; Bykerk-Kauffman, A.; Jones, M. H.; Matheney, R. K.; McConnell, D.; Perkins, D.; Wilson, M. J.; Wirth, K. R.

    2010-12-01

    level of interest in science as they enter the classroom, but minority students’ interest in science at the end of the semester significantly declines relative to that of Caucasians. These findings have implications for student success in the course and their decisions to enroll in future geoscience classes. If we hope to recruit students into competitive research programs, changes need to occur at the introductory level in order to address these affective experiences for our students that present an obstacle to their participation in future coursework.

  8. Preparing Students from a 21st Century Demographic for the Geoscience Workforce

    Science.gov (United States)

    Doser, D. I.; Velasco, A. A.

    2010-12-01

    their final oral presentations are judged by a panel of professionals. Our multi-faceted approach of engaging a broad audience to assist with the development of our students and our targeted programs has enabled us to develop a strong pipeline of well-trained, diverse professionals to enter the geoscience workforce.

  9. The strong commitment. The government of Vietnam has invested nearly 30% of its budget for all the social programs such as education, health, population and family planning.

    Science.gov (United States)

    Nguyen Phuong Lan

    1995-01-01

    Population and family planning activities first came into being in Vietnam in 1963 after a decree on fertility control was issued by the Council of Government on December 26, 1961. The Ministry of Health (MOH) was in charge of such activities, using its own network to provide services and mass organizations to garner public support for the acceptance of family planning. On May 13, 1979, the council transferred family planning activities to the new Committee for Maternal and Child Protection. However, that committee was soon disbanded, and family planning activities were returned to the auspices of the MOH. The National Committee for Population and Family Planning was created in 1984 under the MOH with the goal of mobilizing all social forces in population and family planning activities. Decrees of October 1988 and March 1989, and in 1991 and 1993, strengthened measures to reduce population growth and ensure that adequate family planning methods were available to couples. Vietnam's Population and Family Planning Program has strong political support. Indeed, the government of Vietnam has invested almost 30% of its budget into education, health, and population and family planning programs.

  10. 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

  11. New frontiers: Exploring climate and health research opportunities for the geoscience community

    Science.gov (United States)

    Colwell, R. R.; Lipschultz, F.; Deangelo, B.

    2016-12-01

    The United States Global Change Research Program's report, "The Impacts of Climate Change on Human Health: A Scientific Assessment" captures the state of the science on impacts, and provides insights into future research opportunities. In particular, the report highlighted a compelling need to improve integrated climate modeling for health impacts, which is often impeded by the complex relationship between climate variability and adverse health outcomes. Closing these gaps is critical to responding to current and future health threats. This presentation will conclude the session by highlighting ways in which the geoscience community can increase its engagement with health sciences to overcome data limitations and further research.

  12. 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.

  13. Broadening Diversity in the Geosciences through Teacher-Student Workshops that Emphasizes Community-Based Research Projects

    Science.gov (United States)

    Napieralski, J.; Murray, K.; Luera, G.; Brown, K. Thomas; Reynolds Keefer, L.

    2012-04-01

    The Geosciences Institute for Research and Education at the University of Michigan-Dearborn (UM-D) has been an example of a successful and effective model in increasing the participation of underrepresented groups in the geosciences. The program emphasizes involving middle school and at-risk high school students from Detroit area public schools along with their teachers in urban geology research projects through a series of spring and summer workshops. The workshops introduce students to the geosciences by emphasizing how geology can be used as a tool to solve community-based environmental problems in a metropolitan setting. Students work alongside their teachers and UM-D faculty on projects that include the assessment of brownfield sites, installation of groundwater monitoring wells, and evaluation of land use impact on groundwater and surface water quality. Spring workshops focused on students from three middle schools in Detroit, while the summer workshops focused more on middle school and high school teacher training, but also included a small group of middle school and high school students. Instruments used to evaluate the effectiveness of the summer workshops included the Science Teaching Efficacy Belief Instrument (STEBI), Geoscience Concept Inventory (GCI), and pre- and post-workshop questionnaires and focus groups demonstrate that we have not only increased student awareness of the geosciences but are motivating students to pursue career opportunities in science. Since the Institute began in 2005, we have reached over 100 middle and high school students and 75 teachers, and the Earth Science major at UM-D has tripled in size and we have quadrupled the number of minority students taking introductory geology courses during this time.

  14. Role Models for boosting mobility of women scientists in geosciences

    Science.gov (United States)

    Avellis, Giovanna; Theodoridou, Magdalini

    2017-04-01

    More and more women today are choosing to study science and undertake scientific careers. Likewise mobility during one's career is increasingly important as research tends to be undertaken via international collaboration, often within networks based on the researchers mobility, especially in geosciences. We have developed an ebook on Role Models for boosting mobility of women scientists to showcase the careers of women scientists who have undertaken mobility during their careers. It is hoped that their stories will provide young women who are just starting out in their science careers with inspirational role models, and that these stories give them realistic information about career opportunities: many of them are women scientists in geosciences. These are not famous scientists, but rather real examples of people who express all the passion of the world of science. It is hoped that reading about successful scientists who have achieved a healthy work-life balance while moving to new locations will be particularly helpful for those individuals considering mobility in their own career. The ebook is available to be used by programs that support the development of systematic approaches to increasing the representation and advancement of women in science, engineering and technology, since mobility plays a key role in these programs. The stories contained herein will be useful to mentoring or advising program focusing on career, networking opportunities, discussion and grants opportunities in conjunction with mobility. There is still a gap between female graduates and the pool of female job applicants - even though the proportion of female graduate students and postdocs in most scientific fields is higher today than it is ever been. Therefore we suggest that focus should be placed on examining the real challenges which women need to overcome, particularly when "mobility" comes into play. Role models who have overcome these challenges will continue to play an important

  15. Geoscience for society. 125th Anniversary volume

    Energy Technology Data Exchange (ETDEWEB)

    Nenonen, K.; Nurmi, P.A. (eds.)

    2011-07-01

    Our knowledge of Finnish geology and natural resources has considerably increased during the last few decades. Geological Survey of Finland - GTK has mapped the bedrock and Quaternary deposits, as well as mineral resources in great detail using modern geological, geochemical and geophysical techniques, so that Finland today has one of the best geological databases in the world. We have recently compiled countrywide datasets of seamless bedrock information at the scale of 1:200,000, and completed low-altitude airborne geophysical (200 m line spacing and 40 m terrain clearance), regional geochemical (80 000 samples), and reflection seismic surveys at the crustal scale and at high resolution on the main orepotential formations. Isotopic age determinations have been performed at GTK since the 1960s, and we now have accurate ages for about thousand samples, which is a key to studying the complex evolution of the Finnish Precambrian. GTK currently plays a vital role in providing geological expertise to the government, the business sector and the wider community. Specific responsibilities include the promotion and implementation of sustainable approaches to the supply and management of minerals, energy and construction materials, and to ensure environmental compliance through monitoring, assessment and remediation programmes. GTK also contributes to a wide range of international geoscience, mapping, mineral resources and environmental monitoring projects, and is active in developing multidisciplinary research programmes with universities, government agencies and stakeholders across related sectors. This 125th Anniversary Publication aims at elucidating, through a number of short articles, the current focus of research and development at GTK. In reaching the milestone of 125 years, we can state that our anniversary slogan, 'forever young', is justified by the vitality and increasing societal impact of the organization and our research focusing on sustainable

  16. 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

  17. Challenges for the geosciences after the Paris agreement

    Science.gov (United States)

    Knutti, R.; Sedlacek, J.; Rogelj, J.; Fischer, E. M.

    2016-12-01

    The world's governments agreed to limit global mean temperature change to below 2 °C or 1.5°C compared with pre-industrial levels in Paris. These warming targets are often perceived by the public as a universally accepted goal, identified by scientists as a safe limit that avoids dangerous climate change. This perception is incorrect: no scientific assessment has clearly justified or defended 2°C as a safe level of warming, and indeed, this is not a problem that science alone can address. We argue that global temperature is the best climate target quantity, but it is unclear what level can be considered safe. However, irrespective of the target, the concept of cumulative carbon implies that substantial and sustained emission reductions are required to limit climate change to temperature levels that are currently being considered safe. The Paris agreement poses many open questions to the geoscience community: the impacts of a temperature overshoot, the limits of negative emissions, and the role of radiative forcings other than carbon dioxide need to be better understood. Treating uncertainties, incorporating risk, and linking local impacts and development objectives to global climate goals also remain major open issues that need to be tackled in a continued dialogue with science communities. The negotiations up to Paris and the 2 °C target have been useful for anchoring discussions, but ineffective in triggering the required emission reductions; the debates on considering different targets are strongly at odds with the current real-world level of action. These debates are moot, however, as the decisions that need to be taken now to limit warming to 1.5 or 2 °C are very similar. We need to agree how to start, not where to end mitigation.

  18. 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

  19. SPITZER ULTRA FAINT SURVEY PROGRAM (SURFS UP). II. IRAC-DETECTED LYMAN-BREAK GALAXIES AT 6 ≲ z ≲ 10 BEHIND STRONG-LENSING CLUSTERS

    Energy Technology Data Exchange (ETDEWEB)

    Huang, Kuang-Han; Bradač, Maruša; Hoag, Austin; Cain, Benjamin; Lubin, L. M.; Knight, Robert I. [University of California Davis, 1 Shields Avenue, Davis, CA 95616 (United States); Lemaux, Brian C. [Space Telescope Science Institute, 3700 San Martin Drive, Baltimore, MD 21218 (United States); Ryan, R. E. Jr.; Brammer, Gabriel B. [Aix Marseille Université, CNRS, LAM (Laboratoire d’Astrophysique de Marseille) UMR 7326, F-13388 Marseille (France); Castellano, Marco; Amorin, Ricardo; Fontana, Adriano; Merlin, Emiliano [INAF—Osservatorio Astronomico di Roma Via Frascati 33, I-00040 Monte Porzio Catone (Italy); Schmidt, Kasper B. [Department of Physics, University of California, Santa Barbara, CA 93106 (United States); Schrabback, Tim [Argelander-Institut für Astronomie, Auf Dem Hügel 71, D-53121 Bonn (Germany); Treu, Tommaso [Department of Physics and Astronomy, UCLA, Los Angeles, CA 90095 (United States); Gonzalez, Anthony H. [Department of Astronomy, University of Florida, 211 Bryant Space Science Center, Gainesville, FL 32611 (United States); Linden, Anja von der, E-mail: khhuang@ucdavis.edu, E-mail: astrokuang@gmail.com [Department of Physics, Stanford University, 382 Via Pueblo Mall, Stanford, CA 94305 (United States)

    2016-01-20

    We study the stellar population properties of the IRAC-detected 6 ≲ z ≲ 10 galaxy candidates from the Spitzer UltRa Faint SUrvey Program. Using the Lyman Break selection technique, we find a total of 17 galaxy candidates at 6 ≲ z ≲ 10 from Hubble Space Telescope images (including the full-depth images from the Hubble Frontier Fields program for MACS 1149 and MACS 0717) that have detections at signal-to-noise ratios  ≥ 3 in at least one of the IRAC 3.6 and 4.5 μm channels. According to the best mass models available for the surveyed galaxy clusters, these IRAC-detected galaxy candidates are magnified by factors of ∼1.2–5.5. Due to the magnification of the foreground galaxy clusters, the rest-frame UV absolute magnitudes M{sub 1600} are between −21.2 and −18.9 mag, while their intrinsic stellar masses are between 2 × 10{sup 8}M{sub ⊙} and 2.9 × 10{sup 9}M{sub ⊙}. We identify two Lyα emitters in our sample from the Keck DEIMOS spectra, one at z{sub Lyα} = 6.76 (in RXJ 1347) and one at z{sub Lyα} = 6.32 (in MACS 0454). We find that 4 out of 17 z ≳ 6 galaxy candidates are favored by z ≲ 1 solutions when IRAC fluxes are included in photometric redshift fitting. We also show that IRAC [3.6]–[4.5] color, when combined with photometric redshift, can be used to identify galaxies which likely have strong nebular emission lines or obscured active galactic nucleus contributions within certain redshift windows.

  20. 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.

  1. 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.

  2. 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.

  3. 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

  4. Global solutions of restricted open-shell Hartree-Fock theory from semidefinite programming with applications to strongly correlated quantum systems.

    Science.gov (United States)

    Veeraraghavan, Srikant; Mazziotti, David A

    2014-03-28

    We present a density matrix approach for computing global solutions of restricted open-shell Hartree-Fock theory, based on semidefinite programming (SDP), that gives upper and lower bounds on the Hartree-Fock energy of quantum systems. While wave function approaches to Hartree-Fock theory yield an upper bound to the Hartree-Fock energy, we derive a semidefinite relaxation of Hartree-Fock theory that yields a rigorous lower bound on the Hartree-Fock energy. We also develop an upper-bound algorithm in which Hartree-Fock theory is cast as a SDP with a nonconvex constraint on the rank of the matrix variable. Equality of the upper- and lower-bound energies guarantees that the computed solution is the globally optimal solution of Hartree-Fock theory. The work extends a previously presented method for closed-shell systems [S. Veeraraghavan and D. A. Mazziotti, Phys. Rev. A 89, 010502-R (2014)]. For strongly correlated systems the SDP approach provides an alternative to the locally optimized Hartree-Fock energies and densities with a certificate of global optimality. Applications are made to the potential energy curves of C2, CN, Cr2, and NO2.

  5. Strong decrease in streptomycin-resistance and absence of XDR 12 years after the Reorganization of the National Tuberculosis Control Program in the Central Region of Cameroon.

    Science.gov (United States)

    Sidze, Larissa Kamgue; Mouafo Tekwu, Emmanuel; Kuaban, Christopher; Assam Assam, Jean-Paul; Tedom, Jean-Claude; Eyangoh, Sara; Fouda, François-Xavier; Nolna, Désiré; Ntoumi, Francine; Frank, Matthias; Penlap Beng, Véronique N

    2014-01-01

    In the 1990s, resistance rates of 15% for streptomycin-resistance and 0.6% for multidrug-resistance (MDR) were reported from the Central Region of Cameroon. This work assesses drug resistant tuberculosis in this region 12 years after reorganization of the National Tuberculosis Control Program (NTCP). This cross-sectional study was conducted from April 2010 to March 2011 in Jamot Hospital in Yaoundé, Cameroon. Only patients with smear positive pulmonary tuberculosis were included. Sputa were cultured and subsequently underwent drug susceptibility testing (DST). All consenting individuals were tested for their HIV status. A total of 665 smear positive pulmonary tuberculosis patients were enrolled. The HIV prevalence was 28.5% (95%CI [25.2-32.1]). Of the 582 sputa that grew Mycobacterium tuberculosis complex species, DST results were obtained for 576. The overall resistance rate was 10.9% (63/576). The overall resistance rates for single drug resistance were: isoniazid-resistance 4.7% (27/576), streptomycin-resistance 3.3% (19/576), rifampicin-resistance 0.2% (1/576), kanamycin-resistance 0.2% (1/576) and ofloxacin-resistance 0.2% (1/576). The MDR rate was 1.1% (6/576) and no extensively drug resistant tuberculosis (XDR) was detected. The data show that reorganization of the NTCP resulted in a strong decrease in streptomycin-resistance and suggest that it prevented the emergence of XDR in the Central Region of Cameroon.

  6. Geoscience for Alaska's D-1 Lands: A preliminary report

    Science.gov (United States)

    Schmidt, Jeanine M.; Gamble, B.M.; Labay, K.A.

    2007-01-01

    Purpose of This Report This interim report follows from the June 2006 recommendations to Congress by the BLM concerning disposition of the d-1 lands. That report recommended lifting of a significant number of d-1 PLOs, through the ongoing land management process within the BLM (e.g. resource management planning areas), or through Congressional action. The strategic actions outlined in this document refer only to Federal lands under US Bureau of Land Management (BLM) jurisdiction that 1) are affected by temporary withdrawals from mineral entry and mineral leasing by PLOs made pursuant to the Section 17(d)(1) of the ANCSA; 2) have been identified by the BLM as candidates for possible lifting of these PLOs and restrictions (U.S. Bureau of Land Management, 2006); and 3) lie outside of current Federal parks, preserves, monuments, refuges, reserves, wilderness areas and military installations that are closed to mineral entry, because within those areas the potential lifting of the d-1 restrictions has no practical effect. The resulting lands discussed here comprise approximately 121,000 km2 (29.9 million acres) of Alaska (Table 1) that, pending final resolution of Native and State land claims, will or may remain under Federal (BLM) control, and could be opened to mineral entry. For the purposes of this report, only these 29.9 million acres will hereafter be referred to as 'd-1' lands. This report gives a brief overview of the spatial distribution and physiographic setting, mineral occurrences, and mineral resource potential of the d-1lands. It outlines further geoscience information which could be compiled, collected, and evaluated in order to make a more accurate and comprehensive examination of the potential for undiscovered, locatable mineral resources on these Federal lands. This information is intended to provide guidance to USGS program managers and Federal land managers on matters of future exploration, access needs, and consequences of land status changes.

  7. 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

  8. On the merits of conversion electron Mossbauer spectroscopy in geosciences

    DEFF Research Database (Denmark)

    Gunnlaugsson, H.P.; Bertelsen, P.; Budtz-Jørgensen, Carl

    2006-01-01

    Described are some applications of conversion electron Mossbauer spectroscopy (CEMS) in geosciences. It is shown how easily this technique can be applied in existing Mossbauer laboratories to investigate natural samples. Some examples demonstrate the kind of information CEMS can give on the weath......Described are some applications of conversion electron Mossbauer spectroscopy (CEMS) in geosciences. It is shown how easily this technique can be applied in existing Mossbauer laboratories to investigate natural samples. Some examples demonstrate the kind of information CEMS can give...

  9. Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

    Science.gov (United States)

    Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

    2010-12-01

    Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages

  10. Undergraduate Research Experiences in Geosciences for Physical Science and Engineering Students

    Science.gov (United States)

    Bililign, S.; Schimmel, K.; Lin, Y. L.; Germuth, A.

    2015-12-01

    The recruitment of undergraduate students, especially minorities, into geoscience career paths continues to be a challenge. An REU program that focused on recruiting students majoring in physical sciences and engineering from HBCU's within North Carolina started in 2012. The program offers an academic year REU for North Carolina A&T State University (NCA&T) students (8 students), summer research for non-NCA&T students (18 students), and field experiences in national labs for selected students. In this REU, the design of projects involves several faculty members (at least two from different disciplines) that expose students to interdisciplinary research approaches. The outcomes of this program, challenges, opportunities and lessons learned will be presented.

  11. CTserver: A Computational Thermodynamics Server for the Geoscience Community

    Science.gov (United States)

    Kress, V. C.; Ghiorso, M. S.

    2006-12-01

    The CTserver platform is an Internet-based computational resource that provides on-demand services in Computational Thermodynamics (CT) to a diverse geoscience user base. This NSF-supported resource can be accessed at ctserver.ofm-research.org. The CTserver infrastructure leverages a high-quality and rigorously tested software library of routines for computing equilibrium phase assemblages and for evaluating internally consistent thermodynamic properties of materials, e.g. mineral solid solutions and a variety of geological fluids, including magmas. Thermodynamic models are currently available for 167 phases. Recent additions include Duan, Møller and Weare's model for supercritical C-O-H-S, extended to include SO2 and S2 species, and an entirely new associated solution model for O-S-Fe-Ni sulfide liquids. This software library is accessed via the CORBA Internet protocol for client-server communication. CORBA provides a standardized, object-oriented, language and platform independent, fast, low-bandwidth interface to phase property modules running on the server cluster. Network transport, language translation and resource allocation are handled by the CORBA interface. Users access server functionality in two principal ways. Clients written as browser- based Java applets may be downloaded which provide specific functionality such as retrieval of thermodynamic properties of phases, computation of phase equilibria for systems of specified composition, or modeling the evolution of these systems along some particular reaction path. This level of user interaction requires minimal programming effort and is ideal for classroom use. A more universal and flexible mode of CTserver access involves making remote procedure calls from user programs directly to the server public interface. The CTserver infrastructure relieves the user of the burden of implementing and testing the often complex thermodynamic models of real liquids and solids. A pilot application of this distributed

  12. Enabling Data-as- a-Service (DaaS) - Biggest Challenge of Geoscience Australia

    Science.gov (United States)

    Bastrakova, I.; Kemp, C.; Car, N. J.

    2016-12-01

    Geoscience Australia (GA) is recognised and respected as the national repository and steward of multiple national significance data collections that provides geoscience information, services and capability to the Australian Government, industry and stakeholders. Provision of Data-as-a-Service is both GA's key responsibility and core business. Through the Science First Transformation Program GA is undergoing a significant rethinking of its data architecture, curation and access to support the Digital Science capability for which DaaS forms both a dependency and underpins its implementation. DaaS, being a service, means we can deliver its outputs in multiple ways thus providing users with data on demand in ready-for-consumption forms. We can then to reuse prebuilt data constructions to allow self-serviced integration of data underpinned by dynamic query tools. In GA's context examples of DaaS are the Australian Geoscience Data Cube, the Foundation Spatial Data Framework and data served through several Virtual Laboratories. We have implemented a three-layered architecture for DaaS in order to store and manage the data while honouring the semantics of Scientific Data Models defined by subject matter experts and GA's Enterprise Data Architecture as well as retain that delivery flexibility. The foundation layer of DaaS is Canonical Datasets, which are optimised for a long-term data stewardship and curation. Data is well structured, standardised, described and audited. All data creation and editing happen within this layer. The middle Data Transformation layer assists with transformation of data from Canonical Datasets to data integration layer. It provides mechanisms for multi-format and multi-technology data transformation. The top Data Integration layer is optimised for data access. Data can be easily reused and repurposed; data formats made available are optimised for scientific computing and adjusted for access by multiple applications, tools and libraries. Moving to

  13. Improving Geoscience Learning and Increasing Student Engagement Using Online Interactive Writing Assignments with Calibrated Peer Review.

    Science.gov (United States)

    Harbor, Jon

    2014-05-01

    Peer review is a hallmark of the publication process for scientific research, yet it is rarely used as a pedagogical approach in university geoscience courses. Learning outcomes for university geoscience courses include content knowledge and critical thinking and analysis skills, and often include written communication of scientific issues or concepts. Because lecture and memorization is not the most effective learning approach for many students, instructors are increasingly exploring teaching approaches that involve active engagement. In this context, writing assignments that engage students in using content, constructing arguments, and critiquing other students' work are highly desirable. However, many of us struggle with extensive writing requirements in our courses because the workload associated with having the instructor provide detailed comments on writing is daunting, especially in large-enrollment courses, and organizing effective peer review by students is very challenging. Calibrated Peer Review (CPR) is a web-based program that involves students in writing and in reviewing each other's writing. It is designed to allow for more involved writing and feedback experiences with much less instructor time. Here we report on the results of a qualitative-methods analysis of narrative survey responses from students using CPR in an introductory geoscience class. In addition to an impact on the students' writing and their understanding of what goes in to effective writing, the results indicate that CPR acted as reinforcement for content learning, and an impetus for gaining a deeper understanding of content material. It allowed students to see how other students explained and analyzed content, and to check their understanding of a topic in relation to other students in the class. Not surprisingly, the instructor reported that students performed far better on exam questions that tested knowledge covered by CPR assignments.

  14. EarthCube - A Community-led, Interdisciplinary Collaboration for Geoscience Cyberinfrastructure

    Science.gov (United States)

    Allison, M. L.; Keane, C. M.; Robinson, E.

    2015-12-01

    The EarthCube Test Enterprise Governance Project completed its initial two-year long process to engage the community and test a demonstration governing organization with the goal of facilitating a community-led process on designing and developing a geoscience cyberinfrastructure. Conclusions are that EarthCube is viable, has engaged a broad spectrum of end-users and contributors, and has begun to foster a sense of urgency around the importance of open and shared data. Levels of trust among participants are growing. At the same time, the active participants in EarthCube represent a very small sub-set of the larger population of geoscientists. Results from Stage I of this project have impacted NSF decisions on the direction of the EarthCube program. The overall tone of EarthCube events has had a constructive, problem-solving orientation. The technical and organizational elements of EarthCube are poised to support a functional infrastructure for the geosciences community. The process for establishing shared technological standards has notable progress but there is a continuing need to expand technological and cultural alignment. Increasing emphasis is being given to the interdependencies among EarthCube funded projects. The newly developed EarthCube Technology Plan highlights important progress in this area by five working groups focusing on: 1. Use cases; 2. Funded project gap analysis; 3. Testbed development; 4. Standards; and 5. Architecture. There is ample justification to continue running a community-led governance framework that facilitates agreement on a system architecture, guides EarthCube activities, and plays an increasing role in making the EarthCube vision of cyberinfrastructure for the geosciences operational. There is widespread community expectation for support of a multiyear EarthCube governing effort to put into practice the science, technical, and organizational plans that have and are continuing to emerge.

  15. 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

  16. Strong Decrease in Streptomycin-Resistance and Absence of XDR 12 Years after the Reorganization of the National Tuberculosis Control Program in the Central Region of Cameroon

    Science.gov (United States)

    Kuaban, Christopher; Assam Assam, Jean-Paul; Tedom, Jean-Claude; Eyangoh, Sara; Fouda, François-Xavier; Nolna, Désiré; Ntoumi, Francine; Frank, Matthias; Penlap Beng, Véronique N.

    2014-01-01

    Background In the 1990s, resistance rates of 15% for streptomycin-resistance and 0.6% for multidrug-resistance (MDR) were reported from the Central Region of Cameroon. This work assesses drug resistant tuberculosis in this region 12 years after reorganization of the National Tuberculosis Control Program (NTCP). Methods This cross-sectional study was conducted from April 2010 to March 2011 in Jamot Hospital in Yaoundé, Cameroon. Only patients with smear positive pulmonary tuberculosis were included. Sputa were cultured and subsequently underwent drug susceptibility testing (DST). All consenting individuals were tested for their HIV status. Results A total of 665 smear positive pulmonary tuberculosis patients were enrolled. The HIV prevalence was 28.5% (95%CI [25.2–32.1]). Of the 582 sputa that grew Mycobacterium tuberculosis complex species, DST results were obtained for 576. The overall resistance rate was 10.9% (63/576). The overall resistance rates for single drug resistance were: isoniazid-resistance 4.7% (27/576), streptomycin-resistance 3.3% (19/576), rifampicin-resistance 0.2% (1/576), kanamycin-resistance 0.2% (1/576) and ofloxacin-resistance 0.2% (1/576). The MDR rate was 1.1% (6/576) and no extensively drug resistant tuberculosis (XDR) was detected. Conclusions The data show that reorganization of the NTCP resulted in a strong decrease in streptomycin-resistance and suggest that it prevented the emergence of XDR in the Central Region of Cameroon. PMID:24901982

  17. Alberta Stroke Program Early CT Score applied to CT angiography source images is a strong predictor of futile recanalization in acute ischemic stroke

    International Nuclear Information System (INIS)

    Kawiorski, Michal M.; Alonso de Lecinana, Maria; Martinez-Sanchez, Patricia; Fuentes, Blanca; Sanz-Cuesta, Borja E.; Marin, Begona; Ruiz-Ares, Gerardo; Diez-Tejedor, Exuperio; Garcia-Pastor, Andres; Diaz-Otero, Fernando; Calleja, Patricia; Lourido, Daniel; Vicente, Agustina; Fandino, Eduardo; Sierra-Hidalgo, Fernando

    2016-01-01

    Reliable predictors of poor clinical outcome despite successful revascularization might help select patients with acute ischemic stroke for thrombectomy. We sought to determine whether baseline Alberta Stroke Program Early CT Score (ASPECTS) applied to CT angiography source images (CTA-SI) is useful in predicting futile recanalization. Data are from the FUN-TPA study registry (ClinicalTrials.gov; NCT02164357) including patients with acute ischemic stroke due to proximal arterial occlusion in anterior circulation, undergoing reperfusion therapies. Baseline non-contrast CT and CTA-SI-ASPECTS, time-lapse to image acquisition, occurrence, and timing of recanalization were recorded. Outcome measures were NIHSS at 24 h, symptomatic intracranial hemorrhage, modified Rankin scale score, and mortality at 90 days. Futile recanalization was defined when successful recanalization was associated with poor functional outcome (death or disability). Included were 110 patients, baseline NIHSS 17 (IQR 12; 20), treated with intravenous thrombolysis (IVT; 45 %), primary mechanical thrombectomy (MT; 16 %), or combined IVT + MT (39 %). Recanalization rate was 71 %, median delay of 287 min (225; 357). Recanalization was futile in 28 % of cases. In an adjusted model, baseline CTA-SI-ASPECTS was inversely related to the odds of futile recanalization (OR 0.5; 95 % CI 0.3-0.7), whereas NCCT-ASPECTS was not (OR 0.8; 95 % CI 0.5-1.2). A score ≤5 in CTA-SI-ASPECTS was the best cut-off to predict futile recanalization (sensitivity 35 %; specificity 97 %; positive predictive value 86 %; negative predictive value 77 %). CTA-SI-ASPECTS strongly predicts futile recanalization and could be a valuable tool for treatment decisions regarding the indication of revascularization therapies. (orig.)

  18. Alberta Stroke Program Early CT Score applied to CT angiography source images is a strong predictor of futile recanalization in acute ischemic stroke

    Energy Technology Data Exchange (ETDEWEB)

    Kawiorski, Michal M.; Alonso de Lecinana, Maria [Hospital Universitario La Paz, IdiPAZ, Universidad Autonoma de Madrid, Madrid (Spain); Hospital Universitario Ramon y Cajal, IRYCIS, Universidad de Alcala de Henares, Madrid (Spain); Martinez-Sanchez, Patricia; Fuentes, Blanca; Sanz-Cuesta, Borja E.; Marin, Begona; Ruiz-Ares, Gerardo; Diez-Tejedor, Exuperio [Hospital Universitario La Paz, IdiPAZ, Universidad Autonoma de Madrid, Madrid (Spain); Garcia-Pastor, Andres; Diaz-Otero, Fernando [Hospital Universitario Gregorio Maranon, IiSGM, Universidad Complutense de Madrid, Madrid (Spain); Calleja, Patricia [Hospital Universitario 12 de Octubre, Universidad Autonoma de Madrid, Madrid (Spain); Lourido, Daniel; Vicente, Agustina; Fandino, Eduardo [Hospital Universitario Ramon y Cajal, IRYCIS, Universidad de Alcala de Henares, Madrid (Spain); Sierra-Hidalgo, Fernando [Hospital Universitario 12 de Octubre, Universidad Autonoma de Madrid, Madrid (Spain); Hospital Universitario Infanta Leonor, Universidad Complutense de Madrid, Madrid (Spain)

    2016-05-15

    Reliable predictors of poor clinical outcome despite successful revascularization might help select patients with acute ischemic stroke for thrombectomy. We sought to determine whether baseline Alberta Stroke Program Early CT Score (ASPECTS) applied to CT angiography source images (CTA-SI) is useful in predicting futile recanalization. Data are from the FUN-TPA study registry (ClinicalTrials.gov; NCT02164357) including patients with acute ischemic stroke due to proximal arterial occlusion in anterior circulation, undergoing reperfusion therapies. Baseline non-contrast CT and CTA-SI-ASPECTS, time-lapse to image acquisition, occurrence, and timing of recanalization were recorded. Outcome measures were NIHSS at 24 h, symptomatic intracranial hemorrhage, modified Rankin scale score, and mortality at 90 days. Futile recanalization was defined when successful recanalization was associated with poor functional outcome (death or disability). Included were 110 patients, baseline NIHSS 17 (IQR 12; 20), treated with intravenous thrombolysis (IVT; 45 %), primary mechanical thrombectomy (MT; 16 %), or combined IVT + MT (39 %). Recanalization rate was 71 %, median delay of 287 min (225; 357). Recanalization was futile in 28 % of cases. In an adjusted model, baseline CTA-SI-ASPECTS was inversely related to the odds of futile recanalization (OR 0.5; 95 % CI 0.3-0.7), whereas NCCT-ASPECTS was not (OR 0.8; 95 % CI 0.5-1.2). A score ≤5 in CTA-SI-ASPECTS was the best cut-off to predict futile recanalization (sensitivity 35 %; specificity 97 %; positive predictive value 86 %; negative predictive value 77 %). CTA-SI-ASPECTS strongly predicts futile recanalization and could be a valuable tool for treatment decisions regarding the indication of revascularization therapies. (orig.)

  19. 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.

  20. Gender differences in recommendation letters for postdoctoral fellowships in geoscience

    Science.gov (United States)

    Dutt, Kuheli; Pfaff, Danielle L.; Bernstein, Ariel F.; Dillard, Joseph S.; Block, Caryn J.

    2016-11-01

    Gender disparities in the fields of science, technology, engineering and mathematics, including the geosciences, are well documented and widely discussed. In the geosciences, despite receiving 40% of doctoral degrees, women hold less than 10% of full professorial positions. A significant leak in the pipeline occurs during postdoctoral years, so biases embedded in postdoctoral processes, such as biases in recommendation letters, may be deterrents to careers in geoscience for women. Here we present an analysis of an international data set of 1,224 recommendation letters, submitted by recommenders from 54 countries, for postdoctoral fellowships in the geosciences over the period 2007-2012. We examine the relationship between applicant gender and two outcomes of interest: letter length and letter tone. Our results reveal that female applicants are only half as likely to receive excellent letters versus good letters compared to male applicants. We also find no evidence that male and female recommenders differ in their likelihood to write stronger letters for male applicants over female applicants. Our analysis also reveals significant regional differences in letter length, with letters from the Americas being significantly longer than any other region, whereas letter tone appears to be distributed equivalently across all world regions. These results suggest that women are significantly less likely to receive excellent recommendation letters than their male counterparts at a critical juncture in their career.

  1. 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.

  2. 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.

  3. Providing geoscience information for geoexchange technology implementation in Alberta

    Energy Technology Data Exchange (ETDEWEB)

    Grobe, M. [Alberta Geological Survey, Edmonton, AB (Canada). Earth Systems Section

    2007-07-01

    The mission of the Alberta Geological Survey (AGS) is to provide, data, information, knowledge, and advice about the geology of Alberta needed by government, industry, and the public for earth-resource stewardship and sustainable development in Alberta. This presentation discussed the provision of geoscience information for geoexchange technology implementation in Alberta. Surficial and bedrock geology influences the selection, installation cost and performance of geoexchange systems. The AGS is currently examining the feasibility of transforming geological maps to geothermal property maps for geoexchange design purposes and decision making by policy makers and industry. Shallow or ground-source geothermal energy in Alberta and the role of geoscience information were presented. The role of the AGS and its activities were outlined. The presentation also identified a project approach to two studies, notably a geoscience needs and utilities assessment as well as a pilot study in the Edmonton area. Data compilation and maps of the pilot study were presented. Last, the presentation discussed drilling, sampling and thermal testing in an area of thick drift over bedrock. It was determined that quality geoscience information is an important factor for site assessment and proper geoexchange design and decision making. The sharing data and experience for better decision making was found to be an important benefit. tabs., figs.

  4. The Public Acceptance of Biofuels and Bioethanol from Straw- how does this affect Geoscience

    Science.gov (United States)

    Jäger, Alexander; Ortner, Tina; Kahr, Heike

    2015-04-01

    The Public Acceptance of Biofuels and Bioethanol from Straw- how does this affect Geoscience The successful use of bioethanol as a fuel requires its widespread acceptance by consumers. Due to the planned introduction of a 10 per cent proportion of bioethanol in petrol in Austria, the University of Applied Sciences Upper Austria carried out a representative opinion poll to collect information on the population's acceptance of biofuels. Based on this survey, interviews with important stakeholders were held to discuss the results and collect recommendations on how to increase the information level and acceptance. The results indicate that there is a lack of interest and information about biofuels, especially among young people and women. First generation bioethanol is strongly associated with the waste of food resources, but the acceptance of the second generation, produced from agricultural remnants like straw from wheat or corn, is considerably higher. The interviewees see more transparent, objective and less technical information about biofuels as an essential way to raise the information level and acceptance rate. As the production of bioethanol from straw is now economically feasible, there is one major scientific question to answer: In which way does the withdrawal of straw from the fields affect the formation of humus and, therefore, the quality of the soil? An interdisciplinary approach of researchers in the fields of bioethanol production, geoscience and agriculture in combination with political decision makers are required to make the technologies of renewable bioenergy acceptable to the population.

  5. Towards a global data network for the geosciences

    Science.gov (United States)

    Allison, M. L.; Gundersen, L. C.; Jackson, I.; Hubbard, J.; Richard, S. M.

    2009-12-01

    Efforts around the world are converging towards creation of an integrated global digital data network for the geosciences based on common standards and protocols for data discovery and access, and a shared vision of a distributed, web-based, interoperable system. Commonalities include use of OGC-compliant standards and GeoSciML as the data interchange mechanism. The Geosciences Information Network (GIN; usgin.org) is linking databases in the U.S. state geological surveys (AASG) and the USGS. The USGS Data Integration Council is working to resolve the challenges in linking data resources from all of its four branches - geology, geography, water, and biology. GIN has been adopted as the data exchange mechanism for the U.S. Department of Energy-funded National Geothermal Data System (NGDS). All data generated by new DOE-funded geothermal projects will have to be available through the NGDS. Critical system components include a standardized catalog services to register and discover resources, web map service to display georeferenced images, and feature services to transport data. Open Geospatial Consortium service components are being used to meet all of these requirements. The Catalog Service for the Web (CSW) ISO 19115 profile provides services to search metadata registries and obtain results in a standard format. The GIN project is participating in the Energy Industry Metadata Standards Working Group, with representatives from the upstream petroleum industry, to develop an industry metadata profile that is compatible with metadata services for other geoscience domains. The OneGeology protocol to build an online digital geologic map of the world has 109 participating countries as of 1 September 2009, providing various nation-scale geologic maps using OGC WMS service (onegeology.org). These map services demonstrate the maturity of the WMS for production-level data publication. OneGeology - Europe (1G-E) is a European Commission project in which 29 national geological

  6. Making a Difference: a Global Geoscience Initiative

    Science.gov (United States)

    Nickless, E.

    2013-05-01

    Since 2009, an informal group, comprising four former board members of the International Year of Planet Earth, has been promoting the concept of a so-called Global Geoscientific Initiative. The GGI should: i.Be inclusive, involve a geoscience community, which is broad both in terms of discipline and nationality, and involve the social sciences; ii.Have a clear socio-economic context and global societal relevance; iii.Focus on a globally significant science theme and preferably involve global processes; iv.Attract the support of geoscientific communities, funding agencies, governments and other institutions in many countries, under the umbrella of UNESCO, ICSU and its geoscientific unions. A series of five town hall meetings have been held at which usually three invited, well-respected figures from the geoscientific community gave presentations. Those presentations were followed by discussion about the importance or otherwise of particular areas of science, and the need to engage better with legislators, policy makers, the media and the lay public. No one challenged the desirability of a large-scale programme that would attract researchers from many geoscientific disciplines and potentially involve the geo-unions. The discussions can be summarised under three broad themes: i.Mineral and hydrocarbon resources and their waste products; ii.Living with natural hazards; iii.Strategic Earth science in Africa through the Africa Alive corridors. During the course of development of the GGI, ICSU has issued a number of papers, most recently a strategic plan, covering the period 2012-2017, working parties have been undertaking foresight analysis and there have also been discussions concerning regional environmental change: human action and adaptation with the question "what does it take to meet the Belmont challenge?". The Belmont Forum brings together a number of funding agencies and could provide the resource to enable some initiative to go forward. More recently a programme

  7. Leveraging Emerging Standards to Advance Data Interoperability in the Marine Geosciences

    Science.gov (United States)

    Arko, R. A.; Fishman, A. V.

    2005-12-01

    Data interoperability in the marine geosciences has long been hampered by the heterogeneity of our data sets (i.e. the large number and variety of expeditions, platforms, instruments, data types, etc); the corresponding lack of metadata standardization; and a tendency to focus on graphical user interfaces (because geoscience data is highly visual in nature) rather than programmatic interfaces. The Marine Geoscience Data Management System (mgDMS; www.marine-geo.org) is an umbrella project based at Lamont-Doherty Earth Observatory that is building data repositories and services for the NSF-funded Ridge2000, MARGINS, and U.S. Antarctic Programs. mgDMS is partnered with several closely-related NSF projects including the Ocean Floor Petrology Database (PetDB), Marine Seismic Data Center (SDC), Sediment Geochemistry Database (SedDB), and others -- all of which include international collaborators and data sets -- and thus provides an excellent testbed to develop interoperability. Toward that end, we are implementing metadata standards and programmatic interfaces to facilitate the discovery and exchange of well-documented data sets. ISO 19115 (published in May 2003 and adopted by ANSI in December 2003) is emerging as an international standard for geoscience metadata, and has been adopted by national standards bodies and agencies in the U.S. (FGDC), E.U., Japan, and others. ISO 19115 defines a comprehensive set of elements for both "discovery" (search) and "markup" (use) metadata, and is easily extensible. We have developed a metadata profile for mgDMS which implements the mandatory elements of 19115, and extends it to accommodate the unique aspects of marine geoscience expedition-based data sets. We have implemented the profile as a lightweight REST-type Web service based on a W3C XML schema and associated XSL stylesheet. Closely related to the development of metadata standards is the development of controlled vocabularies to describe platforms, instruments, etc. The

  8. PLUS: 'Planning Land Use with Students' is a Local Land Use Policy That Showcase the Geosciences

    Science.gov (United States)

    Turrin, M.

    2014-12-01

    Land Use decisions in the local community are well represented in geoscience topics and issues, and provide an excellent opportunity to showcase a wide range of geoscience careers to high school students. In PLUS (Planning Land Use with Students) we work with youth corps, volunteer agencies and the County Departments of Planning, Transportation, Public Health, Water Resources to run a program for high school seniors to engage the students in the complex layers of decision making connected with land use as we showcase geoscience careers (http://www.ldeo.columbia.edu/edu/plus/index.html). How development occurs, what resources are in use and who makes these decisions is both interesting and relevant for students. We develop case studies around current, active, local land use issues large enough in scale to have a formal environmental review at the County and/or the State level. Sections of each case study are dedicated to addressing the range of environmental issues that are central to each land use decision. Water, its availability, planned use and treatment on the site, brings in both a review of local hydrology and a discussion of storm water management. Air quality and the impact of the proposed project's density, transportation plans, and commercial and industrial uses brings in air quality issues like air quality ratings, existing pollution, and local air monitoring. A review of the site plans brings in grading plans for the project area, which highlights issues of drainage, soil stability, and exposure to toxins or pollutants depending on the historic use of the site. Brownfield redevelopments are especially challenging with various monitoring, clean up and usage restrictions that are extremely interesting to the students. Students' work with mentors from the community who represent various roles in the planning process including a range of geosciences, community business members and other players in the planning process. This interplay of individuals provides

  9. Instructional Practices in Introductory Geoscience Courses: Results of a National Faculty Survey

    Science.gov (United States)

    MacDonald, R.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.

    2004-12-01

    The NAGT professional development program "On the Cutting Edge" recently surveyed 7000 geoscience faculty in the United States to develop a snapshot of current instructional practices in undergraduate geoscience courses, faculty strategies for learning new content and new teaching approaches, and faculty involvement in the geoscience education community. Over 2200 faculty responded to the survey which was conducted by the American Institute of Physics. Results for introductory courses (814 responses) indicate that lecture is the most common teaching strategy used in courses of all sizes. Many faculty incorporate some interactive activities in their courses. Most commonly, they use questioning, demonstrations, discussions, and in-class exercises. Less common, but not rare, are small group discussion or think-pair-share and classroom debates or role-playing. Activities involving problem solving, using quantitative skills, working with data and primarily literature, and structured collaboration are incorporated by many faculty in introductory courses, suggesting efforts to teach the process of science. Activities in which students address a problem of national or local interest, analyze their own data, or address problems of their own design are less common but not rare. Field experiences are common but not ubiquitous for students in introductory courses. A wide variety of assessment strategies are used in introductory courses of all sizes, including exams, quizzes, problem sets, papers, oral presentations, and portfolios. While papers are used for assessment more extensively in small classes, a significant number of faculty use papers in large classes (greater than 81 students). A majority of faculty use rubrics in grading. Faculty report that in the past two years, approximately one-third have made changes in the content of their introductory courses while just under half have changed the teaching methods they use. While faculty learn about both new content and

  10. Teaching GeoEthics Across the Geoscience Curriculum

    Science.gov (United States)

    Mogk, D. W.; Geissman, J. W.; Kieffer, S. W.; Reidy, M.; Taylor, S.; Vallero, D. A.; Bruckner, M. Z.

    2014-12-01

    Ethics education is an increasingly important component of the pre-professional training of geoscientists. Funding agencies (NSF) require training of graduate students in the responsible conduct of research, employers are increasingly expecting their workers to have basic training in ethics, and the public demands that scientists abide by the highest standards of ethical conduct. Yet, 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. Workshop goals included: examining where and how geoethics topics can be taught from introductory courses for non-majors to modules embedded in "core" geoscience majors courses or dedicated courses in geoethics; sharing best pedagogic practices for "what works" in ethics education; developing a geoethics curriculum framework; creating a collection of online instructional resources, case studies, and related materials; applying lessons learned about ethics education from sister disciplines (biology, engineering, philosophy); and considering ways that geoethics instruction can contribute to public scientific literacy. Four major themes were explored in detail: (1) GeoEthics and self: examining the internal attributes of a geoscientist that establish the ethical values required to successfully prepare for and contribute to a career in the geosciences; (2) GeoEthics and the geoscience profession: identifying ethical standards expected of geoscientists if they are to contribute responsibly to the community of practice; (3) GeoEthics and society: exploring geoscientists' responsibilities to effectively and responsibly communicate the results of geoscience research to inform society about issues ranging from geohazards to natural resource utilization in order to protect public health, safety, and economic

  11. History of Physics Education Research as a Model for Geoscience Education Research Community Progress

    Science.gov (United States)

    Slater, T. F.

    2011-12-01

    Discipline-based Education Research (DBER) is a research field richly combining a deep understanding of how to teach a particular discipline with an evolving understanding how people learn that discipline. At its center, DBER has an overarching goal of improving the teaching and learning of a discipline by focusing on understanding the underlying mental mechanisms learners use as they develop expertise. Geoscience Education Research, or GER, is a young but rapidly advancing field which is poised to make important contributions to the teaching and learning of earth and space science. Nascent geoscience education researchers could accelerate their community's progress by learning some of the lessons from the more mature field of Physics Education Research, PER. For the past three decades, the PER community has been on the cutting edge of DBER. PER started purely as an effort among traditionally trained physicists to overcome students' tenaciously held misconceptions about force, motion, and electricity. Over the years, PER has wrestled with the extent to which they included the faculty from the College of Education, the value placed on interpretive and qualitative research methods, the most appropriate involvement of professional societies, the nature of its PhD programs in the College of Science, and how to best disseminate the results of PER to the wider physics teaching community. Decades later, as a more fully mature field, PER still struggles with some of these aspects, but has learned important lessons in how its community progresses and evolves to be successful, valuable, and pertinent.

  12. ESF EUROCORES Programmes In Geosciences And Environmental Sciences

    Science.gov (United States)

    Jonckheere, I. G.

    2007-12-01

    In close cooperation with its Member Organisations, the European Science Foundation (ESF) has launched since late 2003 a series of European Collaborative Research (EUROCORES) Programmes. Their aim is to enable researchers in different European countries to develop cooperation and scientific synergy in areas where European scale and scope are required in a global context. The EUROCORES Scheme provides an open, flexible and transparent framework that allows national science funding and science performing agencies to join forces to support excellent European-led research, following a selection among many science-driven suggestions for new Programmes themes submitted by the scientific community. The EUROCORES instrument represents the first large scale attempt of national research (funding) agencies to act together against fragmentation, asynchronicity and duplication of research (funding) within Europe. There are presently 7 EUROCORES Programmes specifically dealing with cutting edge science in the fields of Earth, Climate and Environmental Sciences. The EUROCORES Programmes consist of a number of international, multidisciplinary collaborative research projects running for 3-4 years, selected through independent peer review. Under the overall responsibility of the participating funding agencies, those projects are coordinated and networked together through the scientific guidance of a Scientific Committee, with the support of a Programme Coordinator, responsible at ESF for providing planning, logistics, and the integration and dissemination of science. Strong links are aimed for with other major international programmes and initiatives worldwide. In this framework, linkage to IYPE would be of major interest for the scientific communities involved. Each Programme mobilises 5 to 13 million Euros in direct science funding from 9 to 27 national agencies from 8 to 20 countries. Additional funding for coordination, networking and dissemination is allocated by the ESF

  13. US Geoscience Information Network, Web Services for Geoscience Information Discovery and Access

    Science.gov (United States)

    Richard, S.; Allison, L.; Clark, R.; Coleman, C.; Chen, G.

    2012-04-01

    The US Geoscience information network has developed metadata profiles for interoperable catalog services based on ISO19139 and the OGC CSW 2.0.2. Currently data services are being deployed for the US Dept. of Energy-funded National Geothermal Data System. These services utilize OGC Web Map Services, Web Feature Services, and THREDDS-served NetCDF for gridded datasets. Services and underlying datasets (along with a wide variety of other information and non information resources are registered in the catalog system. Metadata for registration is produced by various workflows, including harvest from OGC capabilities documents, Drupal-based web applications, transformation from tabular compilations. Catalog search is implemented using the ESRI Geoportal open-source server. We are pursuing various client applications to demonstrated discovery and utilization of the data services. Currently operational applications allow catalog search and data acquisition from map services in an ESRI ArcMap extension, a catalog browse and search application built on openlayers and Django. We are developing use cases and requirements for other applications to utilize geothermal data services for resource exploration and evaluation.

  14. On the Cutting Edge: Face-to-Face and Virtual Professional Development for Current and Future Geoscience Faculty

    Science.gov (United States)

    Macdonald, H.; Manduca, C. A.; Mogk, D. W.; Tewksbury, B. J.; Iverson, E. A.; Kirk, K. B.; Beane, R. J.; McConnell, D.; Wiese, K.; Wysession, M. E.

    2011-12-01

    On the Cutting Edge, a comprehensive, discipline-wide professional development program for current and future geoscience faculty, aims to develop a geoscience professoriate committed to high-quality instruction based on currency in scientific knowledge, good pedagogic practice, and research on learning. Our program provides an integrated workshop series and online teaching resources. Since 2002, we have offered more than 80 face-to-face workshops, virtual workshops and webinars, and hybrid events. Participants come from two-year colleges and four-year colleges and universities. The workshop series is designed to address the needs of faculty in all career stages at the full spectrum of institutions and covering the breadth of the geoscience curriculum. We select timely and compelling topics and create opportunities of interest to faculty. We offer workshops on course design, new geoscience research and pedagogical topics, core geoscience curriculum topics, and introductory courses as well as workshops for early career faculty and for future faculty. Our workshops are designed to model good teaching practice. We set workshop goals that guide workshop planning and evaluation. Workshops are interactive, emphasize participant learning, provide opportunities for participants to interact and share experience/knowledge, provide good resources, give participants time to reflect and to develop action plans, and help transform their ideas about teaching. We emphasize the importance of adaptation in the context of their specific situations. For virtual workshops and webinars we use icebreakers and other structured interactions to build a comfortable workshop community; promote interaction through features on webinar software, chat-aided question and answer, small-group synchronous interactions, and/or discussion boards; plan detailed schedules for workshop events; use asynchronous discussions and recordings of synchronous events given that participants are busy with their

  15. 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.

  16. 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

    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 geoscience courses simply because none is offered at their college or university. Often college-level introductory courses are a student's first exposure to the geosciences. To help alleviate this problem of access, the American Meteorological Society (AMS) has 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 has been licensed by over 230 colleges and universities nationwide, among them 72 minority-serving institutions which have joined via the AMS Online Weather Studies Geosciences Diversity Program since 2002. This program designed to reach institutions serving large numbers of minority students has been made possible 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

  17. Innovative Training Experience for Advancing Entry Level, Mid-Skilled and Professional Level URM Participation in the Geosciences Workforce

    Science.gov (United States)

    Okoro, M. H.; Johnson, A.

    2015-12-01

    The representation of URMs in the U.S. Geosciences workforce remains proportionally low compared to their representation in the general population (Bureau of Labor Sta.s.cs, 2014). Employment in this and related industries is projected to grow 32% by 2030 for minority workers (Gillula and Fullenbaum, 2014), corresponding to an additional 48,000 jobs expected to be filled by minorities (National Research Council, 2014). However, there is a shortage of employees with proper training in the hard sciences (Holeywell, 2014; Ganzglass, 2011), as well as craft skills (Hoover and Duncan, 2013), both important for middle skill employment. Industry recognizes the need for developing and retaining a diverse workforce, therefore we hightlight a program to serve as a potential vanguard initative for developing an innovative training experience for URM and underserved middle skilled workers with essential knowledge, experience and skills necessary to meet the demands of the Geosciences industry's growing need for a safe, productive and diverse workforce. Objectives are for participants to achieve the following: understanding of geosciences workforce trends and associated available opportunities; mastery of key environmental, health and safety topics; improvements in decision making skills and preparedness for responding to potential environmental, health and safety related situations; and engagement in one-on-one coaching sessions focused on resume writing, job interviewing and key "soft skills" (including conflict resolution, problem solving and critical observation, representing 3 major skills that entry- level workers typically lack.

  18. Tribal and Indigenous Geoscience and Earth System Science: Ensuring the Evolution and Practice of Underrepresented Scientists and Researchers in the 21ST Century and Beyond

    Science.gov (United States)

    Bolman, J.

    2014-12-01

    The time is critical for Tribal, Indigenous and Underrepresented K-12/university students and communities to accept the duty to provide representation in Earth System Sciences/Geosciences fields of study and professions. Tribal nations in the U.S have a unique legal status rooted in a complex relationship between the U.S. federal government, individual state/local governments and Tribal authorities. Although geosciences are often at the center of these relationships, especially as they pertain to the development of natural resources, tribal economics, and environmental stewardship, Tribal/Indigenous people remain severely underrepresented in advanced geoscience education. Our students and communities have responded to the invitation. To represent and most important develop and lead research initiatives. Leadership is a central focus of the invitation to participate, as Tribal people have immense responsibility for significant landscapes across North American Continent, critical natural resources and millennia of unpretentious natural evolution with the localized native geologies, species and environmental systems. INRSEP and Pacific Northwest Tribal Nations found sustaining relationships with the Geoscience Alliance, MS PHD's, Woods Hole PEP, Native American Pacific Islander Research Experience (NAPIRE) and LSAMP programs, in addition to state/federal agencies, has advanced culturally-relevant STEM research. Research foundationally grounded on traditional ecological knowledge, individual and Tribal self-determination. A key component is student research experiences within their ancestral homelands and traversing to REU's in multiple national and international Tribal/Indigenous ancestral territories. The relationships also serve an immense capacity in tracking student achievement, promoting best practices in research development and assessing outcomes. The model has significantly improved the success of students completing STEM graduate programs. The presentation

  19. Parallel Large-scale Semidefinite Programming for Strong Electron Correlation: Using Correlation and Entanglement in the Design of Efficient Energy-Transfer Mechanisms

    Science.gov (United States)

    2014-09-24

    which nature uses strong electron correlation for efficient energy transfer, particularly in photosynthesis and bioluminescence, (ii) providing an...strong electron correlation for efficient energy transfer, particularly in photosynthesis and bioluminescence, (ii) providing an innovative paradigm...published in peer-reviewed journals (N/A for none) Enter List of papers submitted or published that acknowledge ARO support from the start of the project

  20. The silent buzz of geosciences: the challenge of geosciences communication in the Italian framework

    Science.gov (United States)

    Rapisardi, Elena; Di Franco, Sabina; Giardino, Marco

    2015-04-01

    environmental dynamics and their interaction with human activity (preparedness). We suspect, that in the Italian framework, this raises from a sort of original sin: a "resistance" to science, that, for people with little or poor scientific knowledge, swings between pseudoscientific simplifications (which, unfortunately, web is variously "dotted" [Quattrociocchi et al. 2014]) and, as the sociologist Franco Ferrarotti would say, pre-scientific traditions [Peppoloni, 2011]. The "logos" of geology and the geological "narrative" are of fundamental importance in the Anthropocene, allowing to shift the focus back on the human/environment interaction. Geologists are often ignored, as bearers of uncomfortable messages, especially in a country where there is no longer a National Geological Survey, but it is unquestionable the importance of Earth Sciences and the social role of the geologist (geoethics) for Disaster Resilience. This is the next challenge of Geosciences, and of the whole community of geoscientists. Develop a coordinated communication approach for geosciences as an ethical imperative, and also as a pre-requisite to risk and emergency communication: geologists and geology are the authoritative interpreters of natural processes and risk, holders of scientific knowledge that if explained and shared allow people and decision makers to better cope with risks, and to enable Disaster Resilience.

  1. The EarthConnections San Bernardino Alliance: Addressing Diversity in the Geosciences Using a Collective Impact Model

    Science.gov (United States)

    McGill, S. F.; Benthien, M. L.; Castillo, B. A.; Fitzsimmons, J.; Foutz, A.; Keck, D.; Manduca, C. A.; Noriega, G. R.; Pandya, R. E.; Taber, J. J.; Vargas, B.

    2017-12-01

    The EarthConnections San Bernardino Alliance is one of three regional alliances supported by the national EarthConnections Collective Impact Alliance, funded by a pilot grant from the National Science Foundation INCLUDES program. All three of the regional alliances share a common vision, focused on developing a diverse geoscience workforce through connecting existing programs and institutions into regional pathways that support and guide students from engagement at an early age with Earth science linked to issues facing the local community, through the many steps and transitions to geoscience-related careers. The San Bernardino Alliance began with collaboration between one university, one community college and one high school and also includes the Southern California Earthquake Center as well as professional geologists in the region. Based on discussions at an opening round table event, the Alliance has chosen to capitalize on existing geology student clubs and deeply engaged faculty and alumni at the founding high school, community college and university members of the Alliance to plan joint field trips, service learning projects, guest speakers, and visits to dinner meetings of the local professional societies for students at participating institutions at various stages along the pathway. The underlying motivation is to connect students to their peers and to mentors at institutions that represent the next step on the pathway, as well as to expose them to careers in geology and to geoscience issues that impact the local community. A second type of intervention we are planning is to promote high quality teaching in introductory Earth science courses at the university, community college and high school levels, including the development of high school honors courses in Earth science. To this end we are hosting an NAGT traveling workshop focused on using active learning and societally relevant issues to develop engaging introductory geoscience courses. This teaching

  2. Making the Transition from Geoscience Geek to Policy Wonk

    Science.gov (United States)

    Rowan, L.

    2013-12-01

    Geoscientists are often drawn into policymaking, willingly or otherwise, because mapping a course of action for a specific outcome benefits from geoscientific expertise. Policy development, such as legislation or regulation regarding energy, water, minerals, soils, hazards, land use, and other Earth-based processes, is informed by the geosciences. Some geoscientists have moved fully into policymaking as full time policymakers for congressional offices, government agencies, think tanks, non-profits, foundations, industry, and other places. Geoscientists turned policymakers need good communication skills, patience, persistence, strategic forethought, agility, timing, an understanding of competing interests, and the courage to advance geoscientifically sound policy with the right people at the right time. Transitioning from the geeky world of geoscience to the wonky world of policy for a brief time or full time is possible, can be fulfilling as well as frustrating, and ultimately can have a profound impact on how society adapts to living with a dynamic Earth.

  3. Tube Maps for Effective Geoscience Career Planning and Development

    Science.gov (United States)

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

    2013-12-01

    One of the greatest challenges faced by students and new graduates is the advice that they must take charge of their own career planning. This is ironic as new graduates are least prepared to understand the full spectrum of options and the potential pathways to meeting their personal goals. We will examine the rationale, tools, and utility of an approach aimed at assisting individuals in career planning nicknamed a "tube map." In particular, this approach has been used in support of geoscientist recruitment and career planning in major European energy companies. By utilizing information on the occupational sequences of geoscience professionals within an organization or a community, a student or new hire can quickly understand the proven pathways towards their eventual career goals. The tube map visualizes the career pathways of individuals in the form of a subway map, with specific occupations represented as "stations" and pathway interconnections represented as "transfers." The major application of this approach in the energy sector was to demonstrate both the logical career pathways to either senior management or senior technical positions, as well as present the reality that time must be invested in "lower level" jobs, thereby nullifying a persistent overinflated sense of the speed of upward mobility. To this end, we have run a similar occupational analysis on several geoscience employers, including one with somewhat non-traditional geoscience positions and another that would be considered a very traditional employer. We will examine the similarities and differences between the resulting 'tube maps,' critique the tools used to create the maps, and assess the utility of the product in career development planning for geoscience students and new hires.

  4. Laser Transmitter Design for the Geoscience Laser Altimeter System

    Science.gov (United States)

    Afzal, R. S.; Yu, A. W.; Mamakos, W.; Lukemire, A.; Dallas, J. L.; Schroeder, B.; Green, J. W.

    1998-01-01

    NASA is embarking on a new era of laser remote sensing instruments from space. This paper focuses specifically on the laser technology involved in one of the present NASA missions. The Geoscience Laser Altimeter System (GLAS) scheduled to launch in 2001 is a laser altimeter and lidar for the Earth Observing System's (EOS) ICESat mission. The laser transmitter for this space-based remote sensing instrument is discussed in the context of the mission requirements.

  5. 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.

  6. History and development of ABCDEFG: a data standard for geosciences

    OpenAIRE

    M. Petersen; F. Glöckler; W. Kiessling; M. Döring; D. Fichtmüller; L. Laphakorn; B. Baltruschat; J. Hoffmann

    2018-01-01

    Museums and their collections have specially customized databases in order to optimally gather and record their contents and associated metadata associated with their specimens. To share, exchange, and publish data, an appropriate data standard is essential. ABCD (Access to Biological Collection Data) is a standard for biological collection units, including living and preserved specimen, together with field observation data. Its extension, EFG (Extension for Geoscience), ena...

  7. 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.

  8. 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.

  9. Reaching Beyond the Geoscience Stigma: Strategies for Success

    Science.gov (United States)

    Messina, P.; Metzger, E. P.

    2004-12-01

    The geosciences have traditionally been viewed with less "academic prestige" than other science curricula. Among the effects of this perception are depressed K-16 enrollments; state standards' relegation of Earth and space science concepts to earlier grades; Earth Science assignments to lower-performing students, and sometimes even to under-qualified teachers: all of which simply confirm the misconceptions. Restructuring pre-college science curricula so that Earth Science is placed as a capstone course is one way to enhance student understanding of the geosciences. Research demonstrates that reversing the traditional science course sequence (by offering Physics in the ninth grade) improves student success in subsequent science courses. The "Physics First" movement continues to gain momentum offering a possible niche for the Earth and space sciences beyond middle school. It is also critical to bridge the information gap for those with little or no prior exposure to the Earth sciences, particularly K-12 educators. An Earth systems course developed at San José State University is aligned to our state's standards; it is approved to satisfy geoscience subject matter competency by the California Commission on Teacher Credentialing, making it a popular offering for pre- and in-service teachers. Expanding our audience beyond the Bay Area, the Earth Systems Science Education Alliance courses infuse real-world and hands-on learning in a cohesive online curriculum. Through these courses teachers gain knowledge, share effective pedagogies, and build geography-independent communities.

  10. Resourcing Future Generations - Challenges for geoscience: a new IUGS initiative

    Science.gov (United States)

    Oberhänsli, Roland; Lambert, Ian

    2014-05-01

    In a world with rapidly increasing population and technological development new space based remote sensing tools allowed for new discoveries and production of water, energy- and mineral-resources, including minerals, soils and construction materials. This has impact on politics, socio-economic development and thus calls for a strong involvement of geosciences because one of humanities biggest challenges will be, to rise living standards particularly in less developed countries. Any growth will lead to an increase of demand for natural resources. But especially for readily available mineral resources supply appears to be limited. Particularly demand for so called high-tech commodities - platinum group or rare earth elements - increased. This happened often faster than new discoveries were made. All this, while areas available for exploration decreased as the need for urban and agricultural use increased. Despite strong efforts in increasing efficiency of recycling, shortage in some commodities has to be expected. A major concern is that resources are not distributed evenly on our planet. Thus supplies depend on political stability, socio-economic standards and pricing. In the light of these statements IUGS is scoping a new initiative, Resourcing Future Generations (RFG), which is predicated on the fact that mining will continue to be an essential activity to meet the needs of future generations. RFG is aimed at identifying and addressing key challenges involved in securing natural resources to meet global needs post-2030. We consider that mineral resources should be the initial focus, but energy, soils, water resources and land use should also be covered. Addressing the multi-generational needs for mineral and other natural resources requires data, research and actions under four general themes: 1. Comprehensive evaluation and quantification of 21st century supply and demand. 2. Enhanced understanding of subsurface as it relates to mineral (energy and groundwater

  11. 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.

  12. National Association of Geoscience Teachers (NAGT) support for the Next Generation Science Standards

    Science.gov (United States)

    Buhr Sullivan, S. M.; Awad, A. A.; Manduca, C. A.

    2014-12-01

    The Next Generation Science Standards (NGSS) represents the best opportunity for geosciences education since 1996, describing a vision of teaching excellence and placing Earth and space science on a par with other disciplines. However, significant, sustained support and relationship-building between disciplinary communities must be forthcoming in order to realize the potential. To realize the vision, teacher education, curricula, assessments, administrative support and workforce/college readiness expectations must be developed. The National Association of Geoscience Teachers (NAGT), a geoscience education professional society founded in 1938, is comprised of members across all educational contexts, including undergraduate faculty, pre-college teachers, informal educators, geoscience education researchers and teacher educators. NAGT support for NGSS includes an upcoming workshop in collaboration with the American Geosciences Institute, deep collections of relevant digital learning resources, pertinent interest groups within the membership, professional development workshops, and more. This presentation will describe implications of NGSS for the geoscience education community and highlight some opportunities for the path forward.

  13. The First Hydrology (Geoscience) Degree at a Tribal College or University: Salish Kootenai College

    Science.gov (United States)

    Lesser, G.; Berthelote, A. R.

    2010-12-01

    A new Hydrology Degree Program was developed at Salish and Kootenai College in western Montana. This program will begin to address the fact that our nation only awards 20 to 30 Geoscience degrees annually to Native American students. Previously absent from SKC and the other 36 Tribal Colleges or Universities (TCU) Science, Technology, Engineering, and Mathematics (STEM) related programs are specific Geoscience disciplines, particularly those focusing on hydrological and water based sciences. Though 23 TCU’s offer some classes to supplement their environmental science or natural resource programs. This program is timely and essential for addressing the concerns that Native Americans have who maintain sovereignty over approximately 20% of our nation’s fresh water resources which are becoming more stressed each year. The overall objective of this new SKC Hydrology degree program is to produce students who are able to “give voice” to the perspectives of Native peoples on natural resources and particularly water-related issues, including water rights, agriculture, environmental health (related to water), beliefs and spirituality related to water, and sustainability of water resources. It will provide the opportunity for interdisciplinary study in physical, chemical, and biological water resources and their management. Students will gain theoretical, conceptual, computational, and practical knowledge/experiences in quantifying, monitoring, qualifying, and managing today’s water resource challenges with particular emphasis on Tribal lands. Completion of the Associate of Science Degree will provide the student with the necessary skills to work as a hydrology- water quality- or geo-technician within the Reservation area, the U. S. Forest Service, the Environmental Protection Agency, the Bureau of Reclamation, the United States Geological Society, and other earth science disciplines. The Bachelor’s Degree program provides students with a broad-based theoretical

  14. 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)

  15. Linking research, education and public engagement in geoscience: Leadership and strategic partnerships (invited)

    Science.gov (United States)

    Harcourt, P.

    2017-12-01

    Addressing the urgent issue of climate change requires mitigation and adaptation actions on individual to global scales, and appropriate action must be based upon geoscience literacy across population sectors. The NSF-funded MADE CLEAR (Maryland and Delaware Climate Change Education, Assessment, and Research) project provides a coordinated approach to embed climate change into education programs at the university level, in formal K12 classrooms, and among informal educators. We have worked with state agencies, university systems, non-profit organizations, and community groups to establish and support research-based education about climate change. In this panel I will describe how MADE CLEAR approached the task of infusing climate change education across sectors in the highly diverse states of Delaware and Maryland. I will share the characteristics of our strongest alliances, an analysis of significant barriers to climate change education, and our perspective on the outlook for the future of climate change education.

  16. 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

  17. "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

  18. Training Graduate Teaching Assistants in the Geosciences: Our Practices vs. Perceived Needs

    Science.gov (United States)

    Teasdale, R.; Ryker, K.; Bitting, K. S.

    2016-12-01

    Graduate Teaching Assistants (GTAs) in the geosciences are responsible for teaching a large proportion of undergraduate students in many universities. Often, GTAs are primary instructors in small laboratory sections of large enrollment courses, putting them in the position of having a more personalized relationship with students, in what is often the most interactive portion of an introductory course. Anecdotally, geoscientists recognize that GTAs also have a broad range of responsibilities, but there is wide variation in the content and timing of the training they receive. Until now, no comprehensive survey has been conducted to capture and analyze this distribution in a systematic way. Data from a nationwide survey of 120 geoscientists is used here to characterize the ways GTAs are trained as well as respondents' priorities for GTA training. Respondents include faculty from PhD- and MS- granting institutions (81.4%) and MS-only granting institutions (18.5%). According to the survey, most GTAs teach laboratory sections (95.6%), and many teach lecture sections (38.9%). In many cases, GTAs support instructors during or outside of the "lecture" section (e.g. grading, 77.1%). Of GTAs who teach lecture or lab sections, most receive required training from their department or the university, commonly on a single day just before the start of the semester. GTA training typically includes logistical information (where to find materials, professionalism), but less than 40% of GTAs are required to participate in pedagogical training. In contrast, pedagogy was most often rated very important or important (74.2%) by survey respondents. The disconnect between the geoscience community's current practices in GTA training and our current values suggests that GTA training programs are needed, and that the community can benefit from reports on the success of existing programs and the dissemination of adaptable models for GTA pedagogical training.

  19. From infotainment to tools of interaction - A critical perspective on the use of film/video in geoscience

    Science.gov (United States)

    Ickert, Johanna

    2017-04-01

    In times of omnipresent digitisation and interconnectedness, the way how we generate and experience knowledge on geo-related themes is strongly influenced by audiovisual media representations. Moving images are powerful tools and have significant potential to communicate science in novel ways. Major research frameworks such as Horizon 2020 strongly encourage the use of audiovisual media in order to communicate science "more effectively" to the public. An increasing number of geoscientists produce films themselves, while most of them still delegate this task to media professionals to whom they provide their scientific expert knowledge. Usually, the intention behind these outreach efforts is to take advantage of the suitability of the medium to convey "scientific facts", or to motivate certain cognitive/behavioural responses of different target audiences. Undoubtedly, film has a great potential for representing geoscientific knowledge and thus has become a key instrument for geoscience communication. However, the use of images also raises fundamental ethical and representational concerns. While the latter have provoked intense debates in sub-disciplines such as visual anthropology or film geography, the geosciences have paid only little attention to questions on how distinct practices and disciplinary paradigms create filmic representations. Given the fact that the use of scientific images and film is far from being "objective" and that the way how we create and experience images is always context-specific and strongly influenced by the relationship between film maker, film subjects/informants and audience, a series of important question arises: What do we know about the use of film in geosciences beyond the realm of information and representational purposes? What can we learn from using film as a reflexive, process-oriented and dialogue-based medium? How can film help us to better understand ethical and representational dimensions of our interaction with the public

  20. The Role of Geoscience Information in Reducing Catastrophic Loss Using a Web-Based Economics Experiment

    Science.gov (United States)

    Bernknopf, Richard L.; Brookshire, David S.; Ganderton, Philip T.

    2003-01-01

    What role can geoscience information play in the assessment of risk and the value of insurance, especially for natural hazard type risks? In an earlier, related paper Ganderton and others (2000) provided subjects with relatively simple geoscience information concerning natural hazard-type risks. Their research looked at how subjects purchase insurance when faced with relatively low probability but high loss risks of the kind that characterize natural hazards and now, increasingly, manmade disasters. They found evidence to support the expected utility theory (definitions of economics terms can be found in a glossary at the end of report), yet there remained the implication that subjects with excessive aversion to risk were willing to pay considerably more for insurance than the actuarially fair price plus any reasonable risk premium. Here, we report the results of additional experiments that provide further support for the basic postulates of expected utility theory. However, these new experiments add considerably to the decision environment facing subjects by offering an option to purchase geoscientific information that would assist them when calculating expected losses from hazards more accurately. Using an Internet-based mechanism to present information and gather data in an experimental setting, this research provided subjects with considerable textual and graphical information, and time to process it. Over a period of three months, almost 400 subjects participated in on-line experiments that generated approximately 22,000 usable data points for the empirical analysis discussed in this report. In the design of the experiment, we modeled the decisions to purchase (1) a detailed map giving subjects more information regarding the distribution of losses from a hazard and (2) insurance to indemnify them from any losses should they occur. On the basis of this design, we find strong evidence in support of the expected utility theory. Many of the findings reinforce

  1. Fostering Critical Thinking in the Geosciences: Combining Geoethics, the Affective Domain, Metacognition, and Systems Thinking

    Science.gov (United States)

    Mogk, D. W.; Geissman, J. W.

    2015-12-01

    There is a compelling need to develop the geoscience workforce of the future to address the "grand challenges" that face humanity. This workforce must have a strong understanding of Earth history, processes and materials and be able to communicate effectively and responsibly to inform public policy and personal and societal actions, particularly with regard to geohazards and natural resources. Curricula to train future geoscientists must be designed to help students develop critical thinking skills across the curriculum, from introductory to senior capstone courses. Students will be challenged in their pre-professional training as geoscientists as they encounter an incomplete geologic record, ambiguity and uncertainty in observed and experimental results, temporal reasoning ("deep time", frequency, recurrence intervals), spatial reasoning (from microns to mountains), and complex system behavior. Four instructional approaches can be combined to address these challenges and help students develop critical thinking skills: 1) Geoethics and ethical decision making includes review and integration of the context/facts of the situation, stakeholders, decision-makers, and possible alternative actions and expected outcomes; 2) The affective domain which encompasses factors such as student motivation to learn, curiosity, fear, attitudes, perceptions, social barriers and values; 3) Metacognition which encourages students to be aware about their own thinking processes, and to develop self-monitoring and self-regulating behaviors; and 4) Systems thinking which requires integrative thinking about the interactions between physical, chemical, biological and human processes, feedback mechanisms and emergent phenomena. Guided inquiry and scaffolded exercises can be used to present increasingly complex situations that require a thorough understanding of geologic principles and processes as applied to issues of societal concern. These approaches are not "owned" by any single course or

  2. Successful Geoscience Pipeline Activities for High School and College Students

    Science.gov (United States)

    Furman, T.; Fail, C. F.; Adewumi, M.; Bralower, T.; Guertin, L.

    2004-12-01

    The proportion of African-American students in the College of Earth and Mineral Sciences (EMS) at Penn State is 3.3 percent, only slightly lower than the overall University Park campus proportion of 4 percent. Retention rates within EMS are excellent; a recent survey found that EMS ranks highest in student satisfaction overall at the University Park campus. Our goal to increase diversity in EMS disciplines requires us to attract new students to Penn State rather than recruiting from other areas within the institution. We have implemented three programs that appear successful in this regard, and are thus likely to form a viable pipeline from high school through graduate school. These programs operate at a college-wide level and are co-sponsored by AESEDA (Alliance for Earth Science, Engineering and Development in Africa). SEEMS (Summer Experience in EMS) is a partnership with Upward Bound Math and Science, adding 30 hours of directed research to their existing enrichment program. Students identified in 9th grade spend 6 weeks each summer in residence at PSU, where they receive classroom instruction in core academic areas in addition to a group research project led by faculty and graduate students. SEEMS students are likely PSU recruits: all are accepted to college, 85 percent plan to attend college within PA, and all have strong family support for education as well as for careers in EMS. Pre- and post-experience surveys indicate strong positive changes in perception of EMS careers, particularly with regard to levels of intellectual challenge and starting salary. We maintain personal contact with these students and encourage them to attend PSU when they graduate. SROP (Summer Research Opportunity Program) is administered by the Committee on Institutional Cooperation, the academic arm of the Big 10, and provides residential research internships for students from HBCU and MSI campuses. EMS participates in SROP by funding research interns and providing strong individual

  3. Designing Geoscience Educational Innovations That Propagate

    Science.gov (United States)

    Lea, P.

    2014-12-01

    NSF and other funders have supported the development of undergraduate STEM educational innovations over the past decades, only to see many yield limited uptake and impact beyond the grantee institutions. Numerous factors contribute to this complex problem, but one cause is likely insufficient incorporation of the understanding of how innovations propagate into project design. Following J.W. Dearing and colleagues, "dissemination" can be characterized by "push" approaches, which mainly emphasize one-to-many information sharing. In TUES/CCLI proposals, dissemination strategies have commonly taken the form of the "3 Ps" (presenting, publishing and posting) , with overall modest impact. Since the seminal work of Everett Rogers, however, "diffusion" of innovations has been understood as an inherently social process among potential adopters, which interacts with community norms and existing practices. Keys to diffusion include close understanding of the needs and context of the potential-adopter community and the development of "pull" within it, as well as support for implementation of innovations. Potential approaches to facilitating diffusion of innovations include a) using "lean start-up" methodologies (e.g., NSF's I-Corps-L program), in which explicit business-model hypotheses are tested through customer-discovery interviews, commonly leading to pivots where initial hypotheses are not confirmed, b) providing a range of potential commitment levels for adopters tailored to levels of support ("reverse Kickstarter model"), c) supporting decentralized communities of practice in which adaptations and tacit knowledge can readily be shared, d) encouraging crowd-sourcing of innovations, with an "architecture of participation" informed by successful open-source projects, and e) integrating innovations with discipline-based educational research, e.g., big-data approaches which allow A/B testing and analysis of clickstream data that reveal behaviors along a novice

  4. 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

  5. Getting It Right Matters: Temperature Goal Interpretations in Geoscience Research

    Science.gov (United States)

    Rogelj, Joeri; Schleussner, Carl-Friedrich; Hare, William

    2017-10-01

    The adoption of the 1.5°C long-term warming limit in the Paris Agreement made 1.5°C a "hot topic" in the scientific community, with researchers eager to address this issue. Long-term warming limits have a decade-long history in international policy. To effectively inform the climate policy debate, geoscience research hence needs a core understanding of their legal and policy context. Here we describe this context in detail and illustrate its importance by showing the impact it can have on global carbon budget estimates. We show that definitional clarity is essential on this important matter.

  6. Advancing Geoscience Resource Discovery with Cutting-Edge Cyberinfrastructure Technologies

    Science.gov (United States)

    Yang, C. P.

    2016-12-01

    Resources including data, facilities, experts, capabilities, and others are of critical importance to advance geosciences. Identify the most proper and available resource is part of the resource discovery field. This paper will report the experiences on how resource discovery has been advanced in the past decade using several experiences including FGDC NSDI, GEOSS Clearinghouse, NASA AIST MUDROD, and a Planetary Defense data archiving system. Technically, data quality, spatiotemporal matches, semantic based meaning discovery, and other factors will be discussed and are considered in the practices.

  7. EarthCube - A Community-led, Interdisciplinary Collaboration for Geoscience Cyberinfrastructure

    Science.gov (United States)

    Dick, Cindy; Allison, Lee

    2016-04-01

    The US NSF EarthCube Test Enterprise Governance Project completed its initial two-year long process to engage the community and test a demonstration governing organization with the goal of facilitating a community-led process on designing and developing a geoscience cyberinfrastructure. Conclusions are that EarthCube is viable, has engaged a broad spectrum of end-users and contributors, and has begun to foster a sense of urgency around the importance of open and shared data. Levels of trust among participants are growing. At the same time, the active participants in EarthCube represent a very small sub-set of the larger population of geoscientists. Results from Stage I of this project have impacted NSF decisions on the direction of the EarthCube program. The overall tone of EarthCube events has had a constructive, problem-solving orientation. The technical and organizational elements of EarthCube are poised to support a functional infrastructure for the geosciences community. The process for establishing shared technological standards has notable progress but there is a continuing need to expand technological and cultural alignment. Increasing emphasis is being given to the interdependencies among EarthCube funded projects. The newly developed EarthCube Technology Plan highlights important progress in this area by five working groups focusing on: 1. Use cases; 2. Funded project gap analysis; 3. Testbed development; 4. Standards; and 5. Architecture. The EarthCube governance implementing processes to facilitate community convergence on a system architecture, which is expected to emerge naturally from a set of data principles, user requirements, science drivers, technology capabilities, and domain needs.

  8. The effect of communication change on long-term reductions in child exposure to conflict: impact of the promoting strong African American families (ProSAAF) program.

    Science.gov (United States)

    Beach, Steven R H; Barton, Allen W; Lei, Man Kit; Brody, Gene H; Kogan, Steven M; Hurt, Tera R; Fincham, Frank D; Stanley, Scott M

    2014-12-01

    African American couples (n = 331) with children, 89% of whom were married, were assigned to either (a) a culturally sensitive couple- and parenting-enhancement program (ProSAAF) or (b) an information-only control condition in which couples received self-help materials. Husbands averaged 41 years of age and wives averaged 39 years. We found significant effects of program participation in the short term on couple communication, which was targeted by the intervention, as well as over the long term, on self-reported arguing in front of children. Long-term parenting outcomes were fully mediated by changes in communication for wives, but not for husbands. For husbands, positive change depended on amount of wife reported change. We conclude that wives' changes in communication from baseline to posttest may be more pivotal for the couples' long-term experience of decreased arguing in front of children than are husbands' changes, with wives' changes leading to changes in both partners' reports of arguments in front of children. © 2014 Family Process Institute.

  9. Mobile field data acquisition in geosciences

    Science.gov (United States)

    Golodoniuc, Pavel; Klump, Jens; Reid, Nathan; Gray, David

    2016-04-01

    The Discovering Australia's Mineral Resources Program of CSIRO is conducting a study to develop novel methods and techniques to reliably define distal footprints of mineral systems under regolith cover in the Capricorn Orogen - the area that lies between two well-known metallogenic provinces of Pilbara and Yilgarn Cratons in Western Australia. The multidisciplinary study goes beyond the boundaries of a specific discipline and aims at developing new methods to integrate heterogeneous datasets to gain insight into the key indicators of mineralisation. The study relies on large regional datasets obtained from previous hydrogeochemical, regolith, and resistate mineral studies around known deposits, as well as new data obtained from the recent field sampling campaigns around areas of interest. With thousands of water, vegetation, rock and soil samples collected over the past years, it has prompted us to look at ways to standardise field sampling procedures and review the data acquisition process. This process has evolved over the years (Golodoniuc et al., 2015; Klump et al., 2015) and has now reached the phase where fast and reliable collection of scientific data in remote areas is possible. The approach is backed by a unified discipline-agnostic platform - the Federated Archaeological Information Management System (FAIMS). FAIMS is an open source framework for mobile field data acquisition, developed at the University of New South Wales for archaeological field data collection. The FAIMS framework can easily be adapted to a diverse range of scenarios, different kinds of samples, each with its own peculiarities, integration with GPS, and the ability to associate photographs taken with the device embedded camera with captured data. Three different modules have been developed so far, dedicated to geochemical water, plant and rock sampling. All modules feature automatic date and position recording, and reproduce the established data recording workflows. The rock sampling

  10. Choosing the Geoscience Major: Important Factors, Race/Ethnicity, and Gender

    Science.gov (United States)

    Stokes, Philip J.; Levine, Roger; Flessa, Karl W.

    2015-01-01

    Geoscience faces dual recruiting challenges: a pending workforce shortage and a lack of diversity. Already suffering from low visibility, geoscience does not resemble the makeup of the general population in terms of either race/ethnicity or gender and is among the least diverse of all science, technology, engineering, and math fields in the U.S.…

  11. 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…

  12. The Oil Game: Generating Enthusiasm for Geosciences in Urban Youth in Newark, NJ

    Science.gov (United States)

    Gates, Alexander E.; Kalczynski, Michael J.

    2016-01-01

    A hands-on game based upon principles of oil accumulation and drilling was highly effective at generating enthusiasm toward the geosciences in urban youth from underrepresented minority groups in Newark, NJ. Participating 9th-grade high school students showed little interest in the geosciences prior to participating in the oil game, even if they…

  13. Building Effective Pipelines to Increase Diversity in the Geosciences

    Science.gov (United States)

    Snow, E.; Robinson, C. R.; Neal-Mujahid, R.

    2017-12-01

    The U.S. Geological Survey (USGS) recognizes and understands the importance of a diverse workforce in advancing our science. Valuing Differences is one of the guiding principles of the USGS, and is the critical basis of the collaboration among the Youth and Education in Science (YES) program in the USGS Office of Science, Quality, and Integrity (OSQI), the Office of Diversity and Equal Opportunity (ODEO), and USGS science centers to build pipeline programs targeting diverse young scientists. Pipeline programs are robust, sustained relationships between two entities that provide a pathway from one to the other, in this case, from minority serving institutions to the USGS. The USGS has benefited from pipeline programs for many years. Our longest running program, with University of Puerto Rico Mayaguez (UPR), is a targeted outreach and internship program that has been managed by USGS scientists in Florida since the mid-1980's Originally begun as the Minority Participation in the Earth Sciences (MPES ) Program, it has evolved over the years, and in its several forms has brought dozens of interns to the USGS. Based in part on that success, in 2006 USGS scientists in Woods Hole MA worked with their Florida counterparts to build a pipeline program with City College of New York (CCNY). In this program, USGS scientists visit CCNY monthly, giving a symposium and meeting with students and faculty. The talks are so successful that the college created a course around them. In 2017, the CCNY and UPR programs brought 12 students to the USGS for summer internships. The CCNY model has been so successful that USGS is exploring creating similar pipeline programs. The YES office is coordinating with ODEO and USGS science centers to identify partner universities and build relationships that will lead to robust partnership where USGS scientists will visit regularly to engage with faculty and students and recruit students for USGS internships. The ideal partner universities will have a

  14. The Role of Geoscience Education Research in the Consilience between Science of the Mind and Science of the Natural World

    Science.gov (United States)

    Shipley, Thomas F.; Tikoff, Basil

    2017-01-01

    This manuscript addresses the potential role of geoscience education research in understanding geoscience expert practice. We note the similarity between the perception-action framework of Ulric Neisser (Neisser, 1976) and the observation-prediction framework used by geoscience practitioners. The consilience between these two approaches is that…

  15. 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

  16. 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.

  17. GeoCSV: tabular text formatting for geoscience data

    Science.gov (United States)

    Stults, M.; Arko, R. A.; Davis, E.; Ertz, D. J.; Turner, M.; Trabant, C. M.; Valentine, D. W., Jr.; Ahern, T. K.; Carbotte, S. M.; Gurnis, M.; Meertens, C.; Ramamurthy, M. K.; Zaslavsky, I.; McWhirter, J.

    2015-12-01

    The GeoCSV design was developed within the GeoWS project as a way to provide a baseline of compatibility between tabular text data sets from various sub-domains in geoscience. Funded through NSF's EarthCube initiative, the GeoWS project aims to develop common web service interfaces for data access across hydrology, geodesy, seismology, marine geophysics, atmospheric science and other areas. The GeoCSV format is an essential part of delivering data via simple web services for discovery and utilization by both humans and machines. As most geoscience disciplines have developed and use data formats specific for their needs, tabular text data can play a key role as a lowest common denominator useful for exchanging and integrating data across sub-domains. The design starts with a core definition compatible with best practices described by the W3C - CSV on the Web Working Group (CSVW). Compatibility with CSVW is intended to ensure the broadest usability of data expressed as GeoCSV. An optional, simple, but limited metadata description mechanism was added to allow inclusion of important metadata with comma separated data, while staying with the definition of a "dialect" by CSVW. The format is designed both for creating new datasets and to annotate data sets already in a tabular text format such that they are compliant with GeoCSV.

  18. Improving metacognitive skills in geosciences to preserve the quality of divulged information

    Science.gov (United States)

    Arattano, Massimo; Gatti, Albertina

    2017-04-01

    abilities, through the improvement of metacognitive skills. This particular training has been recently proposed to the engineers of the Order of Engineers in Turin, as part of the offer for their permanent education. The program was intended to improve the ability of participants to both understand and learn with ease any kind of written text or oral talk and also to improve the quality of their expressive and communication capacities. The results obtained and the feedbacks received have been extremely positive. People with a very high level of education have in fact discovered, nevertheless, that their metacognitive and communication skills could be noticeably improved. The goal has been reached in a relatively short time (about 30 hours of lessons). The training has been already proposed to five different groups of engineers, during the course of 2015 and 2016, reaching more than one hundred people. The participants have reported an increased awareness of their thought processes and a significant improvement of their communication abilities. This has allowed to envision the possibility of a general improvement of the communication skills and of the quality of the available information in the entire field of geosciences.

  19. 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

  20. The ENGAGE Workshop: Encouraging Networks between Geoscientists and Geoscience Education Researchers

    Science.gov (United States)

    Hubenthal, M.; LaDue, N.; Taber, J.

    2015-12-01

    The geoscience education community has made great strides in the study of teaching and learning at the undergraduate level, particularly with respect to solid earth geology. Nevertheless, the 2012 National Research Council report, Discipline-based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering suggests that the geosciences lag behind other science disciplines in the integration of education research within the discipline and the establishment of a broad research base. In January 2015, early career researchers from earth, atmospheric, ocean, and polar sciences and geoscience education research (GER) gathered for the ENGAGE workshop. The primary goal of ENGAGE was to broaden awareness of discipline-based research in the geosciences and catalyze relationships and understanding between these groups of scientists. An organizing committee of geoscientists and GERs designed a two-day workshop with a variety of activities to engage participants in the establishment of a shared understanding of education research and the development of project ideas through collaborative teams. Thirty-three participants were selected from over 100 applicants, based on disciplinary diversity and demonstrated interest in geoscience education research. Invited speakers and panelists also provided examples of successful cross-disciplinary collaborations. As a result of this workshop, participants indicated that they gained new perspectives on geoscience education and research, networked outside of their discipline, and are likely to increase their involvement in geoscience education research. In fact, 26 of 28 participants indicated they are now better prepared to enter into cross-disciplinary collaborations within the next year. The workshop evaluation revealed that the physical scientists particularly valued opportunities for informal networking and collaborative work developing geoscience education research projects. Meanwhile, GERs valued

  1. Not Business-as-Usual: Resetting Expectations for Recruitment, Engagement & Professional Development of Today's URM in Geosciences

    Science.gov (United States)

    Auzenne, K.; Teranes, J. L.

    2017-12-01

    "The significant problems we have cannot be solved at the same level of thinking with which we created them." - Albert Einstein. In order to successfully recruit and retain today's URM in geosciences, we must think critically and strategically about how opportunities for professional engagement and skills-building are marketed, structured and implemented at various stages of an individual's career, and how those opportunities may be viewed and/or experienced differently by URM students and professionals. This presentation will discuss how modern professional development strategies for URMs should include: (1) clearly defined expectations that acknowledge cultural differences and challenges; (2) supportive exposure to experiences and individuals, such as role models, mentors and potential advisors; (3) constructive skill-building experiences that foster confidence and a sense of belonging, and (4) a demonstrated institutional commitment to diversity and inclusion from leadership that translates into visible resources and support. The presentation will highlight examples of these efforts and outcomes at the Scripps Institution of Oceanography, including the Scripps Undergraduate Research Fellowship (SURF) Program, a NSF-funded Research Experiences for Undergraduates (REU). With a commitment to enhancing diversity and inclusion, the SURF program has used the strategies above to help recruit and retain URM, women and veterans in graduate school and careers in the geosciences.

  2. Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

    Science.gov (United States)

    Miller, G.; Schoof, J. T.; Therrell, M. D.

    2011-12-01

    Even though climate change and an unhealthy environment have a disproportionate affect on persons of color, there is a poor record of diversity in geoscience-related fields where researchers are investigating ways to improve the quality of the environment and human health. This low percentage of representation in the geosciences is equally troubling at the university where we are beginning the third and final year of a project funded through the National Science Foundation's (NSF) Opportunities to Enhance Diversity in the Geosciences (OEDG). The purpose of this project is to explore a novel approach to using the social sciences to help students, specifically underrepresented minorities, discover the geosciences' cultural relevance and consider a career in the earth, atmospheric, and ocean sciences. To date, over 800 college freshmen have participated in a design study to evaluate the curriculum efficacy of a geoscience reader. Over half of these participants are students of color. The reader we designed allows students to analyze multiple, and sometimes conflicting, sources such as peer-reviewed journal articles, political cartoons, and newspaper articles. The topic for investigation in the reader is the 1995 Chicago Heat Wave, a tragic event that killed over 700 residents. Students use this reader in a core university course required for entering freshmen with low reading comprehension scores on standardized tests. To support students' comprehension, evaluation, and corroboration of these sources, we incorporated instructional supports aligned with the principles of Universal Design for Learning (UDL), reciprocal teaching, historical reasoning, media literacy, and quantitative reasoning. Using a digital format allows students to access multiple versions of the sources they are analyzing and definitions of challenging vocabulary and scientific concepts. Qualitative and quantitative data collected from participating students and their instructors included focus

  3. Testing strong interaction theories

    International Nuclear Information System (INIS)

    Ellis, J.

    1979-01-01

    The author discusses possible tests of the current theories of the strong interaction, in particular, quantum chromodynamics. High energy e + e - interactions should provide an excellent means of studying the strong force. (W.D.L.)

  4. Teaching stream geomorphology to in-service teachers as part of the Geoscience Institute for Research and Education

    Science.gov (United States)

    Napieralski, J. A.; Murray, K.

    2009-12-01

    The Geosciences Institute is a partnership that includes the University of Michigan-Dearborn, the Detroit Public Schools, and local corporations that extends research and learning opportunities in the geosciences to in-service teachers within the Detroit metropolitan area. Since Michigan recently removed Earth science from the core curriculum and, according to a recent survey, fewer than 2% of teachers who teach geology in SE Michigan had college-level courses or training in geology, the Institute aims to improve teacher knowledge and efficacy in geology and increase awareness of opportunities within geology for teachers and underrepresented students. This is accomplished through an intensive 3-week course that uses a watershed approach (interdisciplinary) to teach geoscience, especially the environmental problems affecting SE Michigan, including soil pollution and brownfield mapping, groundwater contamination, and stream quality. This paper presents the approach used to teach basic stream geomorphology necessary to address middle and high school standards on watershed science, landforms, and the hydrologic cycle. Small teams of teachers collaborate with a research team comprised of faculty and students to study the impact of urbanization along the Lower Rouge River, a heavily polluted and populated watershed within SE Michigan. The teachers learn basic concepts in geomorphology and stream sampling techniques and then sample and describe the Rouge River at four sites between the outer and lower branch of the watershed. On the final day, each team utilizes two mapping tools (Google Earth and L-THIA) to compare results between the sites, including discharge, percent imperviousness and land use characteristics, dissolved oxygen and conductivity, and vegetation type. Examples of data and observations and interpretations and maps are presented, along with preliminary post-evaluations and related assessment of the program. It is expected this experience will improve

  5. 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

  6. Exploring how New Teaching Materials Influence the Beliefs and Practices of Instructors and Students' Attitudes about Geoscience

    Science.gov (United States)

    Pelch, Michael Anthony

    STEM educational reform encourages a transition from instructor-centered passive learning classrooms to student-centered, active learning environments. Instructors adopting these changes incorporate research-validated teaching practices that improve student learning. Professional development that trains faculty to implement instructional reforms plays a key role in supporting this transition. Effective professional development features authentic, rigorous experiences of sufficient duration. We investigated changes in the teaching beliefs of college faculty resulting from their participation in InTeGrate project that guided them in the development of reformed instructional materials for introductory college science courses. A convergent parallel mixed methods design was employed using the Teacher Belief Interview, the Beliefs About Reformed Science Teaching and Learning survey and participants' reflections on their experience to characterize pedagogical beliefs at different stages of their professional development. Qualitative and quantitative data show a congruent change toward reformed pedagogical beliefs for the majority of participants. The majority of participants' TBI scores improved toward more student-centered pedagogical beliefs. Instructors who began with the most traditional pedagogical beliefs showed the greatest gains. Interview data and participants' reflections aligned with the characteristics of effective professional development. Merged results suggest that the most significant changes occurred in areas strongly influenced by situational classroom factors. Introductory geoscience courses play a crucial role in recruiting new geoscience majors but we know relatively little about how students' attitudes and motivations are impacted by their experiences in geoscience classes. Students' attitudes toward science and its relevance are complex and are dependent upon the context in which they encounter science. Recent investigations into the attitudes of

  7. Using Spreadsheets in Geoscience Education: Survey and Annotated Bibliography of Articles in the Journal of Geoscience Education through 2003

    Directory of Open Access Journals (Sweden)

    Beth Fratesi

    2005-10-01

    Full Text Available Thirty-eight papers published in the Journal of Geoscience Education (JGE from 1989 through 2003 explicitly use or recommend the use of spreadsheets as part of classroom or field exercises, projects, or entire courses. Many of the papers include the spreadsheets, and some include the equations. The papers demonstrate how spreadsheets allow students to explore a subject through problem-oriented, interactive, and quantitative exercises. We provide an annotated bibliography and classify the 38 JGE papers by spreadsheet use, mathematics skill area, and geologic subdiscipline. Our discussion of five selected articles — abundance of elements in the Earth’s crust; directional properties of inclined strata; U-shaped valleys scoured by mountain glaciers; the Laplace Equation for groundwater flow; the location of our solar system within the Milky Way galaxy — demonstrates the huge breadth of topics in the earth science curriculum. The 38 papers collectively, and the five examples individually, make the point that spreadsheets developed for geoscience education can provide context for principles taught in courses of other disciplines, including mathematics. Our classification by mathematics skill area follows the content standards of the National Council of Teachers of Mathematics (USA and may prove useful for educators seeking problems for skills-based assessment.

  8. 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

  9. 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

  10. <strong>Project proposal:strong>

    DEFF Research Database (Denmark)

    Katajainen, Jyrki

    2007-01-01

    The Standard Template Library (STL) is a collection of generic algorithms and data structures that is part of the standard run-time environment of the C++ programming language. The STL provides four kinds of associative element containers: set, multiset, map, and multimap. In this project the goal...

  11. MS PHD'S: Effective Pathways to Mentoring for Increasing Diversity in the Geoscience Workforce - What have we done? What can we still do?

    Science.gov (United States)

    Ricciardi, L.; Johnson, A.; Williamson Whitney, V.; Ithier-Guzman, W.; Johnson, A.; Braxton, L.

    2011-12-01

    In 2003 a young, African-American geoscientist and professor discovered significant gaps in the recruitment and retention of minority students within the post-secondary educational community and a subsequent correlation of underrepresentation within the geosciences workforce. From this research, a unique concept was born: The Minorities Striving and Pursuing Higher Degrees of Success in Earth System Science Professional Development Program (MS PHD'S PDP). This program was founded upon a vision that minorities can and should play a role in facilitating a network to attract, retain and increase minority representation in the geosciences workforce. In 2003, the pilot MS PHD'S program focused on a simple grass roots concept of effective mentoring and professional development administered by and for minorities through professional development activities. Today the program has grown to an impressive number of alumni who, in addition to establishing careers in the ESS professional workforce, also return to mentor the next generation of upcoming minority geoscientists. Alumni, mentors and current participants not only experience what has grown into a three-phase program but also enjoy enhanced benefits of ongoing interaction through social media, list-servs and webinars. While keeping its feet firmly planted in its grass-roots philosophy of effective mentoring and professional development by and for minorities, the MS PHD'S program looks to the future, by asking the question, "What can we do next to ensure the future of maintaining and growing diverse representation in the geosciences workforce?" Looking ahead, future goals for the program include increasing its pilot representation motto of "by and for minorities", exploring new technologies and digital tools, and expanding its supportive network of distinguished academicians, scientific organizations, industry partners, alumni, peers, and representatives of non-science disciplines.

  12. EarthCube: A Community Organization for Geoscience Cyberinfrastructure

    Science.gov (United States)

    Patten, K.; Allison, M. L.

    2014-12-01

    The National Science Foundation's (NSF) EarthCube initiative is a community-driven approach to building cyberinfrastructure for managing, sharing, and exploring geoscience data and information to better address today's grand-challenge science questions. The EarthCube Test Enterprise Governance project is a two-year effort seeking to engage diverse geo- and cyber-science communities in applying a responsive approach to the development of a governing system for EarthCube. During Year 1, an Assembly of seven stakeholder groups representing the broad EarthCube community developed a draft Governance Framework. Finalized at the June 2014 EarthCube All Hands Meeting, this framework will be tested during the demonstration phase in Year 2, beginning October 2014. A brief overview of the framework: Community-elected members of the EarthCube Leadership Council will be responsible for managing strategic direction and identifying the scope of EarthCube. Three Standing Committees will also be established to oversee the development of technology and architecture, to coordinate among new and existing data facilities, and to represent the academic geosciences community in driving development of EarthCube cyberinfrastructure. An Engagement Team and a Liaison Team will support communication and partnerships with internal and external stakeholders, and a central Office will serve a logistical support function to the governance as a whole. Finally, ad hoc Working Groups and Special Interest Groups will take on other issues related to EarthCube's goals. The Year 2 demonstration phase will test the effectiveness of the proposed framework and allow for elements to be changed to better meet community needs. It will begin by populating committees and teams, and finalizing leadership and decision-making processes to move forward on community-selected priorities including identifying science drivers, coordinating emerging technical elements, and coming to convergence on system architecture. A

  13. A Categorical Framework for Model Classification in the Geosciences

    Science.gov (United States)

    Hauhs, Michael; Trancón y Widemann, Baltasar; Lange, Holger

    2016-04-01

    Models have a mixed record of success in the geosciences. In meteorology, model development and implementation has been among the first and most successful examples of triggering computer technology in science. On the other hand, notorious problems such as the 'equifinality issue' in hydrology lead to a rather mixed reputation of models in other areas. The most successful models in geosciences are applications of dynamic systems theory to non-living systems or phenomena. Thus, we start from the hypothesis that the success of model applications relates to the influence of life on the phenomenon under study. We thus focus on the (formal) representation of life in models. The aim is to investigate whether disappointment in model performance is due to system properties such as heterogeneity and historicity of ecosystems, or rather reflects an abstraction and formalisation problem at a fundamental level. As a formal framework for this investigation, we use category theory as applied in computer science to specify behaviour at an interface. Its methods have been developed for translating and comparing formal structures among different application areas and seems highly suited for a classification of the current "model zoo" in the geosciences. The approach is rather abstract, with a high degree of generality but a low level of expressibility. Here, category theory will be employed to check the consistency of assumptions about life in different models. It will be shown that it is sufficient to distinguish just four logical cases to check for consistency of model content. All four cases can be formalised as variants of coalgebra-algebra homomorphisms. It can be demonstrated that transitions between the four variants affect the relevant observations (time series or spatial maps), the formalisms used (equations, decision trees) and the test criteria of success (prediction, classification) of the resulting model types. We will present examples from hydrology and ecology in

  14. 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

  15. 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

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

    Science.gov (United States)

    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

  17. Osteo-cise: Strong Bones for Life: Protocol for a community-based randomised controlled trial of a multi-modal exercise and osteoporosis education program for older adults at risk of falls and fractures

    Directory of Open Access Journals (Sweden)

    Gianoudis Jenny

    2012-05-01

    Full Text Available Abstract Background Osteoporosis affects over 220 million people worldwide, and currently there is no ‘cure’ for the disease. Thus, there is a need to develop evidence-based, safe and acceptable prevention strategies at the population level that target multiple risk factors for fragility fractures to reduce the health and economic burden of the condition. Methods/design The Osteo-cise: Strong Bones for Life study will investigate the effectiveness and feasibility of a multi-component targeted exercise, osteoporosis education/awareness and behavioural change program for improving bone health and muscle function and reducing falls risk in community-dwelling older adults at an increased risk of fracture. Men and women aged ≥60 years will participate in an 18-month randomised controlled trial comprising a 12-month structured and supervised community-based program and a 6-month ‘research to practise’ translational phase. Participants will be randomly assigned to either the Osteo-cise intervention or a self-management control group. The intervention will comprise a multi-modal exercise program incorporating high velocity progressive resistance training, moderate impact weight-bearing exercise and high challenging balance exercises performed three times weekly at local community-based fitness centres. A behavioural change program will be used to enhance exercise adoption and adherence to the program. Community-based osteoporosis education seminars will be conducted to improve participant knowledge and understanding of the risk factors and preventative measures for osteoporosis, falls and fractures. The primary outcomes measures, to be collected at baseline, 6, 12, and 18 months, will include DXA-derived hip and spine bone mineral density measurements and functional muscle power (timed stair-climb test. Secondary outcomes measures include: MRI-assessed distal femur and proximal tibia trabecular bone micro-architecture, lower limb and back

  18. Database versioning and its implementation in geoscience information systems

    Science.gov (United States)

    Le, Hai Ha; Schaeben, Helmut; Jasper, Heinrich; Görz, Ines

    2014-09-01

    Many different versions of geoscience data concurrently exist in a database for different geological paradigms, source data, and authors. The aim of this study is to manage these versions in a database management system. Our data include geological surfaces, which are triangulated meshes in this study. Unlike revision/version/source control systems, our data are stored in a central database without local copies. The main contributions of this study include (1) a data model with input/output/manage functions, (2) a mesh comparison function, (3) a version merging strategy, and (4) the implementation of all of the concepts in PostgreSQL and gOcad. The software has been tested using synthetic surfaces and a simple tectonic model of a deformed stratigraphic horizon.

  19. Equality of opportunities in geosciences: The EGU Awards Committee experience

    Science.gov (United States)

    Karatekin, Özgür

    2017-04-01

    Scientists are evaluated on the basis of creativity and productivity, and their scientific excellence are rewarded by scientific associations. Providing equal opportunities and ensuring balance is a strict necessity when recognizing scientific excellence. The processes and procedures that lead to the recognition of excellence has to be transparent and free of gender biases. However, establishment of clear and transparent evaluation criteria and performance metrics in order to provide equal opportunities to researchers across gender, continents and ethnic groups can be challenging since the definition of scientific excellence is elusive. This talk aims to present the experience and the efforts of the European Geosciences Union to ensure balance, with a particular focus on gender balance. Data and statistics will be presented in the attempt to provide constructive indications to get to the target of giving equal opportunities to researchers across gender, continents and ethnic groups.

  20. Present status of the JNC Tono Geoscience Center AMS system

    Science.gov (United States)

    Itoh, Shigeru; Abe, Masahito; Watanabe, Masato; Nakai, Suguru; Touyama, Hisayo; Xu, Sheng

    2004-08-01

    The present status of the JNC Tono Geoscience Center AMS system (TGC-AMS) and the recent developments for 14C and 10Be are summarized. The preparation system for 14C has been modified to enable the preparation of small samples. The precision for 14C measurements with samples having a carbon mass >0.3 mg was normally within 0.5%. For the 10Be analysis, the detector of the AMS system has been improved by mounting a nitrogen absorber together with Havar windows in order to suppress 10B isobars. The efficient separation of 10B from 10Be was demonstrated by comparing the rest energy spectra of a 10Be standard and a mutually 10Be-free sample material.

  1. Present status of the JNC Tono Geoscience Center AMS system

    Energy Technology Data Exchange (ETDEWEB)

    Itoh, Shigeru E-mail: shigeru@tono.jnc.go.jp; Abe, Masahito; Watanabe, Masato; Nakai, Suguru; Touyama, Hisayo; Xu Sheng

    2004-08-01

    The present status of the JNC Tono Geoscience Center AMS system (TGC-AMS) and the recent developments for {sup 14}C and {sup 10}Be are summarized. The preparation system for {sup 14}C has been modified to enable the preparation of small samples. The precision for {sup 14}C measurements with samples having a carbon mass >0.3 mg was normally within 0.5%. For the {sup 10}Be analysis, the detector of the AMS system has been improved by mounting a nitrogen absorber together with Havar windows in order to suppress {sup 10}B isobars. The efficient separation of {sup 10}B from {sup 10}Be was demonstrated by comparing the rest energy spectra of a {sup 10}Be standard and a mutually {sup 10}Be-free sample material.

  2. Geoscience in Developing Countries of South Asia and International Cooperation

    Science.gov (United States)

    Gupta, K.

    2007-12-01

    Earth Science community in developing countries of South Asia is actively engaged in interdisciplinary investigations of the Earth and its envelopes through geological, geophysical and geochemical processes, for these processes are interconnected. Interdisciplinary interaction will continue to grow since problems pertaining to the solid earth, with its core-mantle-crust, and fluid envelops can be solved only with contributions from different Science disciplines. The expanding population and revolution in data handling-and-computing have now become a necessity to tackle the geoscientific problems with modern techniques and methodologies to meet these new challenges. As a future strategy, geo-data generation and handling need to be speedier and easier and hence demands a well- knit coordiantion and understanding amongst Governments, Industries and Academic organizations. Such coordination will prove valuable for better understanding of the Earth's processes, especially mitigating natural hazards with more accurate and speedy prdictions, besides sustaining Earth's resources. South Asian geoscience must, therefore, seek new directions by way of strategies, policies, and actions to move forward in this century. Environmental and resource problems affecting the world population have become international issues, since global environmental changes demand international cooperation and planning. The Earth is continually modified by the interplay of internal and external processes. Hence we need t