The ENGAGE Workshop: Encouraging Networks between Geoscience and Geoscience Education
Monday
3:15pm
REC Center Medium Ice Overlook Room
Oral Presentation Part of
Geoscience Education Research I
Authors
Nicole LaDue, Northern Illinois University
Michael Hubenthal, EarthScope
John Taber, EarthScope Consortium
Danielle Sumy, EarthScope
Andreas Andersson, University of California-San Diego
Jeremy Bassis, University of Michigan-Ann Arbor
Kaatje van der Hoeven Kraft, Whatcom Community College
Peter Lea, Bowdoin College
Shelley Pressley, Washington State University- Pullman
The geoscience education community has made great strides in the study of teaching and learning at the undergraduate level, particularly with respect to solid earth geology. Nevertheless, the 2012 National Research Council report, Discipline-based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering suggests that the geosciences lag behind other science disciplines in the integration of education research within the discipline and the establishment of a broad research base.
In January 2015, over 40 early career researchers from earth, atmospheric, ocean, and polar sciences and geoscience education research (GER) gathered for the ENGAGE workshop. The primary goal of ENGAGE was to broaden awareness of discipline-based research in the geosciences and catalyze relationships and understanding between these groups of scientists. An organizing committee of nine geoscientists and GERs collaborated to develop a two-day workshop with a variety of activities to engage participants in the establishment of a shared understanding of education research and the development of project ideas through collaborative teams. Thirty-three participants were selected from over 100 applicants, based on disciplinary diversity and demonstrated interest in geoscience education research. Invited speakers and panelists also provided examples of successful cross-disciplinary collaborations. As a result of this workshop, the participants indicated that they gained new perspectives on geoscience education and research, networked outside of their discipline, and are likely to increase their involvement in geoscience education research. Within the next year, 26 of 28 participants indicated they are now better prepared to enter into cross-disciplinary collaborations. The workshop evaluation revealed that the physical geoscientists particularly valued opportunities for informal networking and working on group project development. The GERs highly valued opportunities to discuss the boundaries of outreach, evaluation, and research and the potential next steps to advance geoscience education.
In January 2015, over 40 early career researchers from earth, atmospheric, ocean, and polar sciences and geoscience education research (GER) gathered for the ENGAGE workshop. The primary goal of ENGAGE was to broaden awareness of discipline-based research in the geosciences and catalyze relationships and understanding between these groups of scientists. An organizing committee of nine geoscientists and GERs collaborated to develop a two-day workshop with a variety of activities to engage participants in the establishment of a shared understanding of education research and the development of project ideas through collaborative teams. Thirty-three participants were selected from over 100 applicants, based on disciplinary diversity and demonstrated interest in geoscience education research. Invited speakers and panelists also provided examples of successful cross-disciplinary collaborations. As a result of this workshop, the participants indicated that they gained new perspectives on geoscience education and research, networked outside of their discipline, and are likely to increase their involvement in geoscience education research. Within the next year, 26 of 28 participants indicated they are now better prepared to enter into cross-disciplinary collaborations. The workshop evaluation revealed that the physical geoscientists particularly valued opportunities for informal networking and working on group project development. The GERs highly valued opportunities to discuss the boundaries of outreach, evaluation, and research and the potential next steps to advance geoscience education.