Pete Berquist

Hampton and Williamsburg

Geology

Thomas Nelson Community College

Workshop Leader and Participant, Website Contributor

Website Content Contributions

Course Modules (2)

Unit 1: Identifying Misconceptions & Logical Fallacies part of Carbon, Climate, and Energy Resources
Students will identify how they, as individuals, think about climate science and explore common perceptions and misconceptions that exist about climate science. The activities within this unit incorporate ...

Unit 6: Moving Forward: Evaluating Impacts of Modern-day Proposals Affecting the Carbon-cycle and Climate part of Carbon, Climate, and Energy Resources
In this unit, students will review mock proposals that deal with some aspect of the role of carbon in the environment. Each proposal is based on actual actions proposed to mitigate some aspect of carbon ...

Activities (3)

Unit 1: Identifying Misconceptions & Logical Fallacies part of Carbon, Climate, and Energy Resources
Students will identify how they, as individuals, think about climate science and explore common perceptions and misconceptions that exist about climate science. The activities within this unit incorporate ...

Unit 6: Moving Forward: Evaluating Impacts of Modern-day Proposals Affecting the Carbon-cycle and Climate part of Carbon, Climate, and Energy Resources
In this unit, students will review mock proposals that deal with some aspect of the role of carbon in the environment. Each proposal is based on actual actions proposed to mitigate some aspect of carbon ...

Help a geochronologist part of Geoscience in Two-year Colleges:Activities
This activity allows students to better understand radiometric dating and absolute dating techniques by calculating radiometric ages of zircon crystals. Their calculated ages then serve as tools to practice creating graphs, interpret analytic data, and reconstruct geologic events.

Essay (1)

Is Workforce Training The Critical Link To Get Students Engaged? part of SAGE 2YC:Supporting Student Success:Supporting Student Success in Geoscience at Two-year Colleges:Essays
Teaching geology at a moderately-sized community college in southeast Virginia has taught me that most students coming into my classes 1) are there because they need to satisfy their lab-science/general education requirements, 2) perceive geology to be either "easier" or "more interesting" than physics, chemistry, or biology, and 3) really have no clue what geology is about. As the ever-optimistic instructor, I've forged ahead with my classes expecting that enthusiasm, dynamic and interactive lectures and labs, and attempting to use details to construct "the big-picture" would lead to the new generation of geoscientists. Increasingly, I've learned that my students want to see connections to "the real world" and that they have little to no concept of what geoscientists "do". As I've started incorporating more real-world examples into my classes, I have heard more and more to the effect of "yeah it's interesting, but what am I going to do with geology?". Apparently a meaningful barrier still exists for my students studying the geosciences in more detail, and it seems that stronger connections to the workforce could help elucidate what geologists actually "do", providing my students with more relevant examples of geology and that critical link to what they could do after leaving my class.

Conference Presentation (1)

Utilizing the Paleobiology Database to Provide Hands-On Research Opportunities for Undergraduates part of Earth Educators Rendezvous:Rendezvous 2016:Program:Poster Sessions:Thursday
Numerous studies indicate that student participation in undergraduate research experiences can result in increased recruitment and retention of science majors. Many undergraduate students' only exposure to ...