Settings defined in terms of where the teaching is situated - field based, classroom based,...; online
If you have a field or place based course, how can you assess to show outcomes that are different than a more traditional approach to teaching; we have ways to do this for place-based education, also need more dissemination - authentic assessment of place based approach, especially if high cost
What is so good about field based learning? How can this be translated to classroom?
How can we translate the research on place based into usable assessment tools?
How can we adapt lecture or classroom based activities to field based activities?
How can we take a traditional field mapping curriculum into a more societal context? Does that help learning?
Can traditional field camped be translated to modern industry expectations? Reevaluate based on modern skills.
Are there non-transferrable skills that are being gained during field camp that are not learned elsewhere?

What is still useful in teaching field camp?
Virtual reality and efficacy of VR in place based learning and applicability:
How has VR changed in recent past? Which models are most effective at bringing outdoors indoors?
How does VR work to advance learning?
VR research trying to keep pace with the advancing technology; all assessment being done without any research
PRessure to adapt new techologies but no pedagocial underpinning!
Dichotomy between place based and online instruction: ideal to be doing what you would be doing when you get a job (authentic practice), but how do you do this when you can't get to a place? How can this be done if you have to teach online?

How can you have online courses include place-based education? And include authentic practices?
With the interest in online education, could online education utilize field stations and marine labs in US and globally as a way to engage students? Coordination to offer modules related to existing research sites?
How do we translate GER findings to those who practice in these different settings? EER is one attempt to do that, but how can we do a better job to disseminate existing research findings?
Can we research how to do a better job of disseminating?
How do I show my provost that these expensive labs are worth it? And actually better for learning?
Is a class with a lab superior to a class without a lab? Why?
Research experience for students has been well researched and makes a big difference in content, attitude. But what about labs?
I know where to go to get standard textbook or journal knowledge, but where do we go to get experiential knowledge? And keep up with the changes? What are generally accepted state of the art knowledge of what undergrads should know?
Professional workshops, community based state of knowledge collective. (Ex. NAGT, listserve, SERC, GeoEd listserve (MSU), GeoEdResearch listserve (UCAR))

What happens when labs don't match textbook content that is covered in the classroom? How can the experiential/active component of a class be tied more closely to classroom content)
What are the best practices for using experiential learning that you can incorporate that reflect the current best practices?
How can you justify field work and field labs?
How do we get this knowledge to others who can't seek it out in a manner that will effect change? We are in a bubble here.

These are resources available online from the Heads and Chairs symposium held at UT Austin. http://www.jsg.utexas.edu/events/future-of-geoscience-undergraduate-education...


Overview of Geoscience Employers Workshop Outcomes
http://www.jsg.utexas.edu/events/files/Overview-Outcomes_2016.pdf

James Ebert’s Matrix for all summit, survey and employers workshop competencies, skills and content, as well as the ASBOG Fundamentals exam
http://www.jsg.utexas.edu/events/files/Summit_Matrix_Ebert.docx

This post was edited by Ashlee Dere on Jul, 2017
Main theme: How can we authentically assess place-based, field-based, virtual-based or lab-based instruction learning outcomes and show that those modalities have value? How can we show that they have intrinsic value? Do they? Why does place/field/lab-based instruction work?

Freshman Research Initiative (College of Natural Sciences)
cns.utexas.edu/fri/students/getting-started
Freshmen students work on a research question in the lab. 100 students. Works in groups. anything 20-25 projects in a class. Throwing them in a very uncomfortable situation, but guided through the entire process. HUGE institutional initiative.
Successful strategies: faculty help students design the research and guide them through the process. Assessment and data exists to show success. Students feel a sense of community. Quant. data: retention rate increases both in general as well as in STEM.
GER can help by disseminating this model, none of the faculty teaching these courses are tenure-track, and that's a huge issue. Ways to partner with tenure-track faculty?
Scalability? How can we translate this model to institutions without HHMI funding and the institutional support? Overcome pushback in the departments?

Collaboration with biology colleague in a field-based course. The course is context based, and local. Three hours near a stream and collect data. Data collected so far on student learning is mostly qualitative.
How to scale the project despite lack of time and funding? How to do longitudinal quantitative learning assessment BEYOND the senior year to their career? How to collect learning data? Show effectiveness of authentic field experience in the context of a course and get more partnerships among other groups like Natural Conservancy to get more such authentic field-based courses going? This is fundamental for one of our grand challenges of how to connect the skills employers want to course activities and content and skills?
What teaching strategies we use to meet learning objectives stated explicitly in terms of skills employers want/need?
How are students being assessed in terms of technical/non-technical/behavioral skills? This is an issue for university accreditation. How to address faculty pushback

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