Course Submission Form

Please use this form to describe a course in your department that you think is particularly effective in connecting to the future of science. For example, such a course might be interdisciplinary, focus on societally relevant applications of geoscience, feature an emerging topic or field of study, or develop skills that are becoming increasingly important in geoscience research. Click here to see an example (opens in a new window). If you are submitting information about a course for which you are not the instructor, please be sure that you can answer all of the questions below before you begin to fill out the form.

Complete the following form, including the spam filter at the bottom of the page, and click on SUBMIT to submit your course. Be sure to hit the SUBMIT button before leaving this page, or your information will be lost. We encourage you to compose your answers to the longer questions in a word processor and to cut and paste the resulting text into this form.

In the months and years after having finished a course, a student should be able to Do things in the discipline that he/she couldn't do before taking the course. Careful thought goes into what you want to enable your students to do, what value the course will add to their lives, and how the course will develop their skills and abilities. This is your opportunity to share the various goals that you have for your students. These goals range from content knowledge they should master and skills in which they should be proficient to changes in attitude you wish to foster.

Content goals
There is undoubtedly some content you feel is central to this course. Please identify a few of the KEY content goals of this course.

Please DO:

  • enter the goals as a list
  • use the format "Students should be able to�"
  • focus on the main goals of the course
  • emphasize higher order thinking skills (analyze, predict, synthesize, interpret, evaluate, formulate), rather than lower order thinking skills (recognize, describe, define, identify, list, explain). A well-constructed goal involving higher order thinking skills has lower order skills embedded in it.

Please DO NOT

  • enter a list of content topics
  • use vague and difficult-to-assess goals involving phrases such as "appreciate", "understand", "be exposed to", "see the value in", "know about", "learn about"
Skills Goals

You may also have goals related to general skills in the context of your course. These might include goals involving improving skills such as

  • student writing
  • quantitative abilities
  • critical analysis of web sites
  • peer-teaching
  • oral communication
  • accessing and critically reading the geologic literature
  • working in groups
Attitudinal Goals

You may also have goals related to student attitude. These might include goals such as

  • building students� confidence in course- or discipline-related abilities
  • developing students� sense of stewardship of the Earth
  • improving students� sense of healthy skepticism
  • increasing student excitement/personal wonder about learning about the Earth
  • improving students� awareness of the issues of ethics in doing science
  • changing student attitudes toward science

Please upload any additional course materials you would like to include. You may wish to combine groups of relevant materials into a single file.