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On the Cutting Edge - Building Strong Geoscience Departments managed by NAGT
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.
"This is an upper-division elective course with introductory biology, chemistry and geology prerequisites. It is cross-listed in Geology and Biology, so typically students are an even mix of those two majors.
"This is a seminar-style, topical introductory course with no prerequisites. The course satisfies the pre-requisite for all intermediate level courses for a geology major. 25-30% of students who take the course go on to major in geology. The course is writing intensive and has a two-hour lab and required field trip."
"This Earth Science course focuses on Geology and also covers topics in Oceanography, Meteorology, and Planetary Geology and includes 4 to 6 field labs that model how scientists examine geologic outcrops. Students make observations and interpretations during field experiences and as the term progresses take on more independence. Students learn the process of field geologic observation and cover content in labs that includes learning to identify different types of rocks."
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.
There is undoubtedly some content you feel is central to this course. Please identify a few of the KEY content goals of this course.
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You may also have goals related to general skills in the context of your course. These might include goals involving improving skills such as
You may also have goals related to student attitude. These might include goals such as
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UnspecifiedJPEGGIFPNGSVGMicrosoft WordMicrosoft Word 2007 (.docx)PowerPointPowerPoint 2007 (.pptx)ExcelExcel 2007 (.xlsx)Excel 2007 macro-enabled (.xlsm)Acrobat (PDF)Rich Text FileText FileComma Separated ValuesFlash VideoQuicktime VideoFlash MP4 VideoMP4 VideoFlash AnimationMP3 AudioM4A AudioPhotoshopIllustratorKMLFileKMZ FileZip Archivegzip ArchiveStuffit ArchiveDisk Image FileHTML FileEncapsulated PostscriptPostscriptTIFFJar ArchiveJava Web StartWebM VideoOgg VideoStella RuntimeStella Model (v9 .stm)Stella Model (v10 .stmx)XML fileShockWave Component (SWC)Matlab .MAT FileMatlab FileMATLAB Live ScriptMathematica NotebookMathematica CDF fileCogsketch WorksheetWebVTTUnknown BinaryThe system will attempt to determine the correct file type based on the name of the file you've selected. Choosing the correct file type here will override that.
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