Teaching Geoscience with Visualizations: Using Images, Animations, and Models Effectively

Topical Resources

InTeGrate Reach Survey Open Now, Closing 6/22

From now until Friday, June 22, InTeGrateis running a reach survey to learn more about which InTeGrate materials are currently in use, and the extent of their influence, so that we can maximize the effect of the InTeGrate project. You can complete the survey here up until 6/22: https://serc.carleton.edu/integrate/participate/2018_reach.

NAGT Elections Now Open

The NAGT Elections are now open! Voting in the election will close on July 1, 2018 and the results will be released ahead of the Annual Business Meeting at GSA this fall. Members are encouraged to go to the Elections page on the NAGT website, where you can read the bios for all the candidates for office and cast your vote for both National and Division Officers.

David McConnell Publishes Article on InTeGrate in Earth Magazine
David McConnell of North Carolina State University published an article on InTeGrate in the latest issue of Earth magazine. Titled, "Making the first (and last) geoscience class count," the article calls attention to opportunities within introductory geoscience courses to address grand societal challenges that are rooted in the geosciences, thus helping students develop "an appreciation for the global perspective, cultural sensitivity and scientific insight that inform decisions regarding the challenges humans will face in the future."

New Articles Available on the SAGE Musings Blog

The SAGE 2YC project is building a national network of two-year college geoscience faculty who implement evidence-based practices that will lead to improved STEM learning, broadened participation, and a more robust STEM workforce. Four new articles related to these project goals are now available on the SAGE Musings blog, focusing on using guided pathways to increase degree completion rates, how lessons from biology education—including strategies to incorporate inclusivity and diversity in the classroom— are relevant to teaching geoscience, the impact of social-psychological interventions on academic trajectories, and strategies for facilitating students' professional development in the geosciences.