Apply to Author a Module or Course in Geoscientific Thinking, Societal Issues, or Teacher Preparation
Proposal Deadlines are December 15, 2012, and February 15, 2013
InTeGrate is seeking proposals from faculty and instructors to author new undergraduate-level teaching materials and model courses focused on:
- Developing students' geoscientific thinking skills
- A course for geoscience majors that focuses on the nature and methods of investigation of geoscience
- A module for courses in other scientific disciplines that focuses on the methods of investigation used by geoscientists
- A module that focuses on developing students' ability to work across spatial or temporal scales and makes the nature of that ability explicit
- A module for upper level content courses for geoscience majors that focuses on uncertainty in geoscience data
- A set of materials that can be integrated throughout an existing geoscience content course (introductory or upper-level) that helps make geoscientific thinking explicit
- Integrating geoscience concepts into teaching about societal issues outside of geoscience programs
- A course that integrates humanities with sustainability education
- A module that addresses the nexus of civic engagement and the STEM curriculum
- A course that brings together economics, ethics and science to address sustainability
- A module that highlights the value of multidisciplinary understanding of problems
- A course that uses team teaching with faculty from a variety of departments to strengthen students' systems thinking
- Integrating linkages to societal issues into upper division geoscience courses
- A module for an economic geology course that explores the economics of a mineral deposit.
- A module for a geophysics or tectonics course that explores the risks associated with seizmic hazards
- A capstone geoscience course that integrates geoscience and ethics to address an issue related to resource scarcity
- Integrating geoscience methods and concepts into elementary and/or secondary teacher preparation curricula
- A module for an elementary science methods course focused on the unique aspects of geoscience and how it differs from experimental science
- A field-based course for secondary science education majors that focuses on the process and methods of investigation used by geoscientists
- A module for a geoscience content course that is aimed towards elementary education majors
- A course for secondary Earth science teaching majors that emphasizes the teaching of geoscience in the context of societal issues
Note: Authors interested in introductory geoscience, environmental science, or environmental studies are directed to this year's call for introductory modules.
Proposals may be for modular materials that will support approximately two weeks of instruction, for materials that will support repeated shorter implementation of content across an entire course, or for development of an entirely new course.
All materials will be developed, tested and published by collaborative teams drawn from a minimum of three institutions. Teams may have three to five members depending on the scale of the proposed materials. Each team member will receive a $15,000 stipend for their work authoring, testing, revising, and publishing the teaching materials and supporting materials for faculty. All materials will be published on the InTeGrate website and will be freely available to faculty for educational use. Proposals may come from fully formed teams, from partially formed teams, or from individuals. If you have a proposal idea and are seeking additional team members or if you would like to explore proposals seeking team members, please visit the Seeking Team Members page.
Learn more about the InTeGrate materials development and testing process and requirements for authors.
Proposals will be selected based on:
- alignment of the proposed materials with one of the foci described above
- the proposed mechanisms for linking geoscience and societal issues, developing systems thinking, developing geoscientific thinking skills, integrating data, and improving students ability to address interdisciplinary problems.
- the effective use of research based teaching methods that engage students in learning
- the potential for widespread adoption of the proposed materials or course materials
For additional information please contact: Cathryn Manduca (cmanduca at carleton.edu) or Anne Egger (annegger AT geology.cwu.edu)